Implementation of the resource room for the gifted students: The views and selfefficacy of the classroom teachers

The purpose of this study is to identify opinion and suggestions of classroom teachers about implemention of support training rooms in schools and self-efficacy for gifted education of classroom teachers who teach at support training rooms. The population of the research consists of 23 classroom teachers who has support training room education and work in primary schools at Bahçelievler District, Istanbul. In the research where the mixed model research method is used, data was collected from "Support Training Rooms For Gifted Students Feedback Form" which consists of 13 open ended questions and "Self-efficacy Scale Related to the Education of Gifted Students". Qualitative data were analyzed by content analysis method and quantitative data were analyzed by SPSS program. Reliability and validity were provided by researchers and experts. With the results of the analyzes, it has been founded the vast majority of classroom teachers, who has support training room education and teaching at support training rooms, stated that in-service training is inadequate and also this education should be designed to develop skills for preparing differentiated traning for gifted students. It was also determined that the physical environment needs to be improved, students need a support traning room which is equipped and suitable for supporting technological developments with materials to increase their potentials and demonstrate their skills.