International Journal of Progressive Education
Abbreviation: IJPE | ISSN (Print): 1554-5210 | DOI: 10.29329/ijpe

Original article | International Journal of Progressive Education 2021, Vol. 17(1) 97-110

A Meta-Synthesis of Teacher Training Studies in the Focus of Gifted Education

Çiğdem Çelik Şahin

pp. 97 - 110   |  DOI: https://doi.org/10.29329/ijpe.2020.329.7

Published online: February 01, 2021  |   Number of Views: 104  |  Number of Download: 133


Abstract

This research aims to find out the current situation of the articles in terms of teacher training in gifted and talented education. The key words used are as follows: “gifted education”, “teacher training”, “teacher education” and limited to publications between 2000-2020. In the research, google scholar, TUBITAK ULAKBIM Dergipark, Council of Higher Education Thesis Center, ERIC were used as data base of this research. The researches which are inaccessible were left out of the scope.  Each of the studies was examined according to aim, sample, methodology, and results using content analysis technique. This research is a meta-synthesis study. Four master and five doctorate dissertations, 21 articles, 30 in total, were included in the analysis. An extensive literature review was the focus of this research in order to access all the researches including the defined key words. At the end of the research, some suggestions were presented related to the conclusions.

Keywords: Metasynthesis, Teacher training, Gifted education


How to Cite this Article?

APA 6th edition
Sahin, C.C. (2021). A Meta-Synthesis of Teacher Training Studies in the Focus of Gifted Education . International Journal of Progressive Education, 17(1), 97-110. doi: 10.29329/ijpe.2020.329.7

Harvard
Sahin, C. (2021). A Meta-Synthesis of Teacher Training Studies in the Focus of Gifted Education . International Journal of Progressive Education, 17(1), pp. 97-110.

Chicago 16th edition
Sahin, Cigdem Celik (2021). "A Meta-Synthesis of Teacher Training Studies in the Focus of Gifted Education ". International Journal of Progressive Education 17 (1):97-110. doi:10.29329/ijpe.2020.329.7.

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