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Pre-Service Teachers' Conceptions of 'Being Gifted' and 'Being Talented': A Multimodal Semiotic Approach

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Title: Pre-Service Teachers' Conceptions of 'Being Gifted' and 'Being Talented': A Multimodal Semiotic Approach
Language: English
Authors: Zekai Ayik (ORCID 0000-0002-3562-6543)
Source: Problems of Education in the 21st Century. 2025 83(2):155-175.
Availability: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Teacher Attitudes, Identification, Academically Gifted, Talent, Cognitive Ability, Intelligence Quotient, Psychomotor Skills, Achievement, Misconceptions, Foreign Countries
Geographic Terms: Turkey
ISSN: 1822-7864
2538-7111
Abstract: Teachers' conceptions of gifted and talented students significantly influence their nomination skills and teaching practices. However, research indicates that these conceptions are often incorrect or inconsistent, even among teachers who have completed coursework in gifted and talented education. This study aimed to explore pre-service teachers' conceptions of "being gifted" and "being talented" using a qualitative case study research design with 35 participants. Data were collected using a multimodal instrument that allowed participants to express their mental representations through various modes such as writing, drawing, and mathematical symbols. The collected data were then analyzed using a multimodal semiotic analysis protocol developed specifically for this purpose. The results revealed that participants predominantly associated "being gifted" with cognitive abilities such as high IQ, scientific inquiry, and mathematics, while "being talented" was linked to cognitive, affective, and psychomotor abilities, including high performance in arts and sports. The findings highlight the need for pre-service training programs that promote scientific conceptions of giftedness and talent, addressing stereotypes and lay misconceptions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472540
Database: ERIC
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  Data: Pre-Service Teachers' Conceptions of 'Being Gifted' and 'Being Talented': A Multimodal Semiotic Approach
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  Data: <searchLink fieldCode="AR" term="%22Zekai+Ayik%22">Zekai Ayik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3562-6543">0000-0002-3562-6543</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Problems+of+Education+in+the+21st+Century%22"><i>Problems of Education in the 21st Century</i></searchLink>. 2025 83(2):155-175.
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  Data: Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Talent%22">Talent</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Quotient%22">Intelligence Quotient</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: Teachers' conceptions of gifted and talented students significantly influence their nomination skills and teaching practices. However, research indicates that these conceptions are often incorrect or inconsistent, even among teachers who have completed coursework in gifted and talented education. This study aimed to explore pre-service teachers' conceptions of "being gifted" and "being talented" using a qualitative case study research design with 35 participants. Data were collected using a multimodal instrument that allowed participants to express their mental representations through various modes such as writing, drawing, and mathematical symbols. The collected data were then analyzed using a multimodal semiotic analysis protocol developed specifically for this purpose. The results revealed that participants predominantly associated "being gifted" with cognitive abilities such as high IQ, scientific inquiry, and mathematics, while "being talented" was linked to cognitive, affective, and psychomotor abilities, including high performance in arts and sports. The findings highlight the need for pre-service training programs that promote scientific conceptions of giftedness and talent, addressing stereotypes and lay misconceptions.
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      – Text: English
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        PageCount: 21
        StartPage: 155
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Identification
        Type: general
      – SubjectFull: Academically Gifted
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      – SubjectFull: Talent
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      – SubjectFull: Cognitive Ability
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      – SubjectFull: Intelligence Quotient
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      – SubjectFull: Psychomotor Skills
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      – SubjectFull: Achievement
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      – SubjectFull: Misconceptions
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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