Analysis of effectiveness of class teacher training to identify students with special abilities: Mixed method research

This study is conducted to determine the effects of "Gifted Students' and Identification Training" of class teachers' knowledge level to identify special talents in the student selection process for Science and Art Centers; their attitudes towards gifted students and their education and the correct nomination rate by determining gifted students. This study uses an intertwined embedded pattern. In this study with the main pattern of experimental pre-test post-test-controlled group, quantitative research interprets quantitative data by analyzing by using qualitative data. The study uses a two-stage sampling method. 40 teachers selected with convenience sampling are assigned to two groups with the random sampling method. Then, the experiment group and control group among these groups are selected by drawing a lot. To determine control and experiment group teachers' attitudes and levels for gifted students and training before the application, "Attitude Scale for Gifted Students and Their Training" and to determine knowledge level, "Knowledge Test for Gifted Students and Identification" are applied as a pre-test. To compare the teachers' right nomination rate, nominated gifted students and gifted student diagnosis for the 2018-2019 academic year are compared. "Gifted Students' and Identification Training" plan is prepared and applied by the researcher to the teachers in the experiment group. Qualitative data is obtained by a semi-structured interview form containing questions related to this training. For quantitative data analysis, mode, median, arithmetic average, standard deviation, frequency, dependent (related) and independent (unrelated) t-test and one-way ANOVA test and for qualitative data analysis, content analysis are used. As a result of the study, it is found that teachers' attitude level in the experiment group is at "indecisive" level and teachers' attitude level in the control group is at "I agree" level after the training. It is found that there is no significant difference between experiment and control group teachers' attitude for gifted students and their training before and after the training. Additionally, it is found that there is a significant difference in favor of the experiment group for knowledge levels regarding gifted students and identification at the end of the training and a significant difference in favor of experiment group teachers is determined for knowledge level related to gifted students and identification before and after the training. When the experiment and control group teachers' correct identification of student selection to the Science and Art Centre is considered, it is found that the ratio is higher in the experiment group. As a result of the interviews with experiment group teachers, it is found that teachers found the training beneficial but experienced problems with timing.