An analysis of primary school teachers' views on bilsem identification processes

This study was conducted to reveal the experiences of primary school teachers during the process of nominating gifted students in their classrooms. The study group of the research, which was designed as a phenomenology study, consisted of primary school teachers. The data were collected through interviews with 14 classroom teachers. The interviews lasted for 20 days between May 10, 2024 and May 30, 2024. The collected data were analyzed by content analysis. As a result of the analysis of the data obtained, the themes of primary school teachers' knowledge about the characteristics of gifted students and the BİLSEM program, the experiences of primary school teachers regarding the BİLSEM identification process, and the suggestions of primary school teachers regarding the BİLSEM process were obtained. Primary school teachers have knowledge about the developmental characteristics of gifted students in accordance with the literature, but there are opinions that they do not want to take part in the identification process of these students and that there should not be a quota application. They suggested that experts in the field should be responsible for every stage of identification. In addition, it was found that their level of knowledge about the tools used in identification was low. This may be due to the lack of clear information about the tools in the relevant guidelines. While some of the participants described the nomination form they used as clear, comprehensible and a guide in the nomination process, others stated that they used this form as a procedure and that the comprehensibility of the items in the form was low.