The basic concepts of redesigned giftedness theory: From the perspectives of preservice primary school teachers

Abstract

This study is aimed to study on the points of views of preservice primary school teachers who take the elective course on “Gifted Students and Their Education”. The preservice primary school teachers were asked to redesign and shape the theory of giftedness for their country (Turkey). Thirty preservice teachers selected for the research as participants. The ideas of preservice teachers were applied to content analysis. The preservice primary school teachers frequently stated that chance, creativity, value, environment, motivation concepts when redesigning the theory of giftedness for Turkey according to the results of the study. They were highly impressed by the theories and theoreticians like Gagne’ (2004) A Differentiated Model of Giftedness and Talent (DMGT), Stenberg and Zhang’ (1995) A Pentagonal Implicit Theory, Tannenbaum’ (1983) Psychosocial Classification Theory, Renzulli’ (1978) Three Ring Model of Giftedness. It is remarkable that the concept of chance is widely used among the preservice teachers in redesigning and shaping the theory of giftedness for their country. Quotations about views of preservice teachers were also presented.