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Preservice school counselors’ perceptions of giftedness: Myths and misconceptions
Conceptions of giftedness have changed since gifted education became a focus for research. Rather than focusing solely on scores such as grades or Grade Point Average, definitions of giftedness have become more inclusive, and giftedness evaluation criteria have become more holistic. Despite the growing research, few studies have specifically investigated school counselors' perceptions of giftedness, and even fewer have examined the perceptions of preservice counselors. This study seeks to address this gap by examining pre-service school counselors by employing a qualitative descriptive approach, supplemented with quantitative information. The study involved 176 Turkish and 56 US survey participants, as well as 13 Turkish and eight U.S. interviewees. After I analyzed the data from these two countries, the primary finding of the research was that the participants demonstrated an insufficient understanding of giftedness, often subscribing to myths that perpetuate in the field. Consequently, the major implication of this study is that there is a pressing need for more comprehensive training and mandatory coursework on gifted education for preservice school counselors.
- Doctor of Philosophy
- Educational Studies
- West Lafayette