Abstract
Acceleration provides positive outcomes methodically yet; people still have wrong beliefs about it. Thus, it is considered to be an important aim to reveal the views of teachers about acceleration in Turkey, which have limited opportunities for academic acceleration in educational settings. In order to understand teachers’ views on acceleration an online survey was developed. The survey consisted from four parts including demographic information, opinion questions, knowledge self-assessment about types of acceleration and a 22-item questionnaire about views on acceleration. The study group consisted from 122 teachers and they were from various regions in Turkey. Data indicated there were no differences in attitudes among teachers from different gender or years of professional experience. Moreover, it was found that teacher’ supported the implementation of acceleration in gifted education. Teachers’ who had experiences with accelerated learners in their professional life were more knowledgeable and hold more positive beliefs towards acceleration. In accordance with the related literature, the teachers were more concerned about social issues and least concerned about academic issues related to acceleration. These results highlighted the importance of teacher training regarding gifted learners and gifted education.
 Keywords: Acceleration, teachers’ attitudes, gifted education, gifted and talented
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
