Investigation of the Relationship Between Teacher Candidates’ Metacognitive Skills and Their Perceptions of Gifted Education

Abstract

This study examines the relationship between preschool teacher candidates’ perceptions of metacognitive skills and their perceptions of gifted education. A predictive correlational research design was used to identify relationships between variables and predict their influence. The sample comprised 185 preschool teacher candidates, selected through purposive sampling. Data were collected using the Perception Scale of Gifted Education, the Perceived Metacognitive Skills Scale, and a Personal Information Form developed by the researchers. Correlation, simple linear regression, and multiple linear regression analyses were conducted to predict the dependent variables. The results indicate that evaluation, organization, and planning skills collectively account for 27% of the variance in perceptions of gifted education. These findings highlight the importance of metacognitive skills in shaping teacher candidates’ understanding of gifted education, emphasizing the need for targeted teacher training in this area.

Keywords

gifted education gifted children effective teachers of the gifted

The preschool period is the period in which the cognitive, affective, social, emotional, and physical development as well as the personality traits of children develop the fastest. It is one of the most significant periods in one’s life, requiring the greatest protection from external factors and in which development and growth are the most rapid. The life and experiences of an individual during this period are critically vital as they form the basis for future periods (Güven & Efe Azkeskin, 2020; Hamre & Pianta, 2001). Preschool education institutions, as well as parents, have an important role to play in meeting the various needs of children during this period. Preschool educational institutions support parents in raising individuals who are socially inquisitive, entrepreneurial, capable of generating different solutions to problems, and independent decision makers to help them realize their full potential (Oktay, 2003). In this respect, preschool teachers teaching at preschool institutions play a significant role in shaping children’s school experiences. This role is especially vital for the early identification and educational experiences of gifted preschoolers. Specifically, familiarizing well with children from their birth onwards to revealing their capacities and eventually starting their education as early as possible are significantly critical to identifying gifted children in this period and structuring and planning their education appropriately based on their interests, needs, and learning preferences (Koç & Saranlı, 2017).

Preschool Teachers’ Perceptions and Their Cognitive Awareness Skills Regarding Gifted Students

Many scholars (Clark, 2013; Freeman, 2001; Pfeiffer & Petscher, 2008) have suggested that gifted individuals in preschool may exhibit developmental characteristics that differ from those of their peers who have not been identified as gifted. To accurately identify and support these distinct characteristics, the method of collecting information through sample cases is generally in the preschool period. The objective of this process is to ensure that gifted individuals are diagnosed quickly and are included in appropriate intervention programs, thus helping them make the most out of the educational programs prepared for them (Freeman, 2001). When gifted children experience difficulties both at home and during their early years of schooling, they may develop negative attitudes toward school, exhibit poor study habits, and ultimately face academic failure (Karnes & Johnson, 1991). In this context, the perceptions and competencies of preschool teachers play a crucial role in designing activities that effectively support gifted children during this critical developmental period.

The efforts to motivate and keep gifted students actively engaged during instruction require highly professional teaching skills. Because these students often do not encounter sufficient academic challenges at school to foster their individual development, implementing selection menus through modeling strategies for differentiated curriculum and instruction has been emphasized as an effective approach. Teachers’ attitudes toward giftedness and their ability to recognize and support the needs of gifted children are closely linked to the provision of a well-structured, appropriately planned education and the extent of their training in gifted education (Nordström, 2022). Previous research (Daniels & Piechowski, 2009) has shown that gifted children encounter various challenges during the preschool period, highlighting the critical role of preschool teachers in addressing these issues. This role requires a specific set of qualifications that reflect the demands of contemporary education.

These qualifications align with what are widely recognized as 21st-century skills—creativity, critical thinking, communication, and collaboration—cognitive and interpersonal abilities essential for teachers to effectively support diverse learners in today’s dynamic educational environments (Thornhill-Miller et al., 2023). In addition, supporting gifted children during early childhood requires teachers to be attentive to their developmental characteristics and to offer guidance that is both responsive to their individual needs and appropriate for their stage of growth. In parallel with this, common teacher competencies such as evaluating student progress using various assessment and data measurement targets, using appropriate data to develop classroom and teaching plans, and providing a safe and organized classroom that facilitates student learning stand out as necessary aspects (Mandal, 2018). These competencies are also included in the teachers’ cognitive awareness skills. Cognitive awareness is the process wherein individuals scrutinize their individual assessment skills and the strategies that they have developed in the learning or teaching process of higher-order thinking skills. In the cognitive awareness process, organization, planning, and evaluation competencies are emphasized. Planning is the process of selecting strategies to achieve some specific goals, whereas regulation is the review of these selected strategies. Finally, the stage of making decisions appropriate to the situation that emerges during the process is defined as assessment. These stages are included in the knowledge and control of cognitive awareness skills (Demir, 2009).

In this context, it is crucial to clarify the relationship between cognitive awareness and metacognitive skills, as these concepts are often used interchangeably yet represent distinct levels of cognitive functioning. Cognitive awareness refers to an individual’s conscious understanding of their own cognitive processes, such as knowing what strategies exist, when to apply them, and under what conditions they are most effective. This awareness forms the foundation upon which metacognitive skills are built. Metacognitive skills, on the other hand, involve the active regulation of those cognitive processes through planning, monitoring, and evaluating. As Veenman et al. (2006) asserted, learners must first possess cognitive awareness before they can effectively engage in metacognitive regulation. Therefore, cognitive awareness can be conceptualized as a prerequisite for metacognitive functioning, providing the knowledge base that informs and supports strategic learning and teaching decisions.

Examining the relationship between metacognitive skills and the fundamental components of gifted education—including the concept of giftedness, its characteristics, identification processes, and perceptions of gifted education programs—may offer valuable insights for preschool teacher candidates to enhance their interactions with early childhood learners and to more effectively structure their instructional practices. Cropley (1993) and Renzulli (1985) emphasized the necessity for teachers to possess competencies in analyzing the individual interests and learning styles of gifted students. Given the significance of early intervention for gifted children, the pedagogical knowledge of preschool teachers in these areas becomes essential (Wellisch, 2021). Preschool teacher candidates who develop a comprehensive understanding of the learning and teaching processes and take an active role in managing them will be better equipped to integrate the necessary instructional strategies, learning experiences, and alternative assessment methods for preschool gifted children within an inclusive education framework. The metacognitive processes and skills in the learning process will also emerge as important elements in the cognitive coaching relationship and effective counseling that the teacher candidates will establish with their students.

Despite significant developments in special education over the past 20 years in Turkey, challenges related to the identification and education of gifted children persist. Currently, there are 1,885,004 preschool children in Turkey, with 9% of students across all levels of formal education requiring special education, compared to 19% in preschool education (Ministry of National Education, 2023). Investigating the perceptions of preschool teachers who are preparing to work with gifted children regarding gifted education and metacognitive skills contributes to a deeper professional understanding and has the potential to inform more thoughtful instructional planning, although the extent of its impact on actual teaching practices can vary depending on contextual and individual factors. The primary responsibility of preschool teachers is to provide essential guidance and support for students’ learning and to establish the necessary learning scaffolds. Throughout this process, it is possible to say that the preschool teachers who know nothing about the gifted in early childhood may have difficulty in grasping and connecting with the cognitive, emotional, and psychological development of these children (Adedoyin & Chisiyanwa, 2018; Pfeiffer & Petscher, 2008). Although the lack of professional training opportunities for preschool teachers regarding gifted education has been identified as one contributing factor to this issue (Porter, 2005), exploring how teachers perceive both gifted education and their own cognitive awareness may provide preliminary insights for improving classroom practices. Such insights have the potential to inform earlier recognition of gifted learners and promote more reflective and responsive instructional approaches. However, it is important to note that teachers’ beliefs or awareness alone may not always be reflected in their actual practices. Behar-Horenstein (2010) emphasized that in systems with highly prescriptive, “teacher-proof” curricula, even knowledgeable and well-intentioned teachers may be restricted in making instructional changes aligned with their beliefs. Therefore, understanding the institutional context and the degree of curricular flexibility becomes critical when interpreting how cognitive and metacognitive awareness can influence teaching practices for gifted children.

Bishop (1968) stated that effective teachers of gifted students should have the same qualities that informed and guided their students, learning and independent thinking. In addition to research showing that teachers of gifted students tend to be more creative and sensitive to their students’ cognitive and emotional needs (Croft, 2003; VanTassel-Baska & Stambaugh, 2006), other studies have found that these teachers often hold more sophisticated views about knowledge than their peers in general education settings (Hong et al., 2011). In this context, more sophisticated epistemological beliefs describe teachers who see knowledge not as fixed or absolute, but as something that grows, changes, and is shaped through reasoning and reflection (Schommer, 1990). This perspective reflects a constructivist understanding of learning, where knowledge is viewed as dynamic and contextual. Teachers who think in this way are more likely to encourage reflection, questioning, and deeper understanding in their classrooms. Strengthening these beliefs therefore involves helping preschool teachers build a deeper awareness of giftedness—its meaning, characteristics, identification, and educational needs (Bildiren et al., 2020; Connelly, 2018).

As such, teaching can be regarded as a profession in which multiple competencies and qualifications need to be integrated, especially when providing guided learning support for gifted students. According to Cooper and McIntyre (1996), professional teacher qualifications should encompass knowledge about human behavior, the ability to foster learning-to-learn processes (metacognitive skills), relevant subject-matter expertise, positive professional attitudes, and the effective use of instructional strategies, methods, and techniques. This perspective highlights the multifaceted nature of teaching and the importance of developing teachers’ metacognitive competencies to effectively address the diverse learning needs of gifted students.

The research shows that it is essential to effectively recognize the individual characteristics of students and configure the teaching process accordingly. In such a process, cognitive awareness emerges as the most basic component in the teacher competencies. Cognitive awareness helps self-regulated learners reflect on their learning objectives, evaluate their progress, and take corrective actions to achieve learning outcomes (Panadero, 2017). Gifted learners are often students who effectively utilize their self-regulation skills. Teachers with cognitive awareness skills, which serve as a fundamental component of self-regulated learning, can provide essential guided learning support to students more efficiently. Dignath and Veenman (2021) highlighted that teachers contribute to the development of cognitive awareness skills in gifted learners by designing challenging tasks, granting autonomy in decision-making, modeling cognitive awareness strategies, facilitating learning control, and offering opportunities for self-evaluation.

Karlen et al. (2020) and Bembenutty et al. (2015) emphasized that learners with strong self-regulation skills take a more active role in their own learning processes. These studies also suggest that teachers act as mediators in developing both metacognitive awareness and self-regulation skills among students. Teachers fulfill this role by making their own thinking processes visible, exploring learning strategies together with students, and providing guided opportunities for them to plan, monitor, and evaluate their learning. In this process, teachers carry important responsibilities, including offering guidance during early childhood, recognizing gifted students, and providing cognitive coaching that is responsive to individual differences. Understanding the relationship between preschool teacher candidates’ cognitive awareness and their perceptions of gifted learners holds significant importance. Existing studies have examined preschool teachers’ and teacher candidates’ perceptions of gifted education (Duran & Dağlıoğlu, 2017; Firat & Bildiren, 2022; Gallagher, 2000; Toll, 2000; Özcan & Gülkaya, 2019) and their perspectives on metacognitive skills (Bannister-Tyrrell & Clary, 2017; Bars & Oral, 2017; Demir & Kaya, 2015; Demir & Şahin, 2014; Huvard et al., 2020; Wafubwa & CsĂkos, 2021). However, no study was identified in the national or international literature that explores the relationship between preschool teacher candidates’ perceptions of gifted education and their views on metacognitive skills. This gap is particularly evident in early childhood, a critical stage in the learning process.

The primary objective of this study is to determine the nature of the relationship between preschool teacher candidates’ metacognitive skills and their perceptions of gifted education. To address this objective, the following research questions were examined:

1. Which of the preschool teacher candidates’ perceptions of metacognitive skills of planning, organization and evaluation variables significantly predict the total dimension of teacher candidates’ perceptions regarding gifted education?

2. Which of the teacher candidates’ perceptions of the metacognitive skills regarding planning, organization and evaluation variables predict the teacher candidates’ perceptions of gifted education more?

Method

Research Design

This study employs a predictive research design within the correlational research model, aiming to examine the extent to which teacher candidates’ metacognitive skills predict their perceptions of gifted education. Predictive studies focus on three key aspects: (a) the predictability of a given behavioral pattern, (b) the determinants influencing this pattern, and (c) the procedural validity of the measurement tools used in relation to this pattern (Gall et al., 2007).

Predictive correlational models play a crucial role in identifying relationships between variables, determining their strength, and guiding future research based on the findings (Büyüköztürk et al., 2013). In line with this approach, the present study was conducted using a predictive correlational model. In the first dimension of the study, the metacognitive skill dimensions of planning, organization, and evaluation were examined as predictor variables to determine which of these factors significantly predict teacher candidates’ overall perceptions of gifted education (dependent variable). In the second dimension, the same metacognitive skill dimensions (planning, organization, and evaluation) were again treated as predictor variables to assess which of them has the strongest predictive power on teacher candidates’ perceptions of gifted education (dependent variable).

Population and Sample

The study population consisted of teacher candidates enrolled in the Preschool Education Departments of Dede Korkut Education Faculty at Kafkas University and Fatih Education Faculty at Trabzon University during the 2022–2023 fall semester.

The sample included 185 teacher candidates selected through purposive sampling, a non-probabilistic method that allows the inclusion of participants who possess specific characteristics directly related to the research focus. Participants were chosen based on their enrollment in courses addressing teacher training and gifted education, ensuring that they had foundational knowledge relevant to the constructs being examined. This approach made it possible to obtain more meaningful insights into the relationship between metacognitive skills and perceptions of gifted education among individuals with appropriate background knowledge.

The sample size of 185 was considered adequate for multiple regression analysis, following the quantitative recommendations of Hair et al. (2019). These authors emphasized that determining an appropriate sample size should factor in both the number of predictors and statistical power to ensure robust and valid results. In line with these principles, the sample in this study meets the threshold for reliable parameter estimation and valid interpretation of findings. The gender distribution of participants was 141 females (76.2%) and 44 males (23.8%).

Data Collection Tools

A total of three data collection tools were utilized in the present research. To measure the perception of gifted education, which was the dependent variable of the study, the Perception Scale for Gifted Education developed by Jeong (2010) and adapted into Turkish by Tortop and Sarar (2018) was utilized. The Personal Information Form developed by the researchers was used to obtain the personal information constituting the independent variables, and the Metacognition Skill Perception Scale developed by Demir (2013) was used to measure the metacognitive skill perception levels.

Personal Information Form

The Personal Information Form developed by the researchers was utilized to collect data on the independent variables of the scale and describe the sample in terms of personal characteristics. There were two questions in the form: gender and class.

Metacognition Skill Perception Scale (MSPS)

The scale was developed by Demir (2013) to measure the metacognitive skill levels of teacher candidates. This scale was used on 250 students studying at different departments (Social Studies Teaching, Psychological Counseling and Guidance and Classroom Teaching) at the Faculty of Education of Kafkas University. Explanatory and confirmatory factor analyses were performed on the data for construct validity and the internal consistency (Cronbach’s alpha) coefficients of the items were examined within the scope of reliability studies. As a result of the analyzes, a 14-item scale consisting of “Evaluation,” “Organization,” and “Planning” subdimensions was generated. It was found that the Cronbach’s alpha internal consistency coefficients for the dimensions explaining 53.074% of the variance were .89 in total; .87 in the first factor, .65 in the second factor and .70 in the third factor. Within the scope of this study, it was found that the Cronbach’s alpha internal consistency coefficients of the scale were .95 in total; .90 in the first factor, .79 in the second factor and .85 in the third factor.

Gifted Education Perception Scale (GEPS)

The Gifted Education Perception Scale, developed by Jeong (2010), consisted of 25 items and was a 5-point Likert type. It was developed to identify the perceptions of teachers regarding preschool students, consisting of four dimensions (i.e., the concept of giftedness, characteristics of giftedness, identification of giftedness, and gifted education programs). The adaptation study into Turkish by Tortop and Sarar (2018) was conducted with 147 preschool teachers at some public primary schools and independent (private) kindergartens in the city center of Kayseri. Although the fit indices in confirmatory factor analysis were χ² = 1104.5, df = 425, p = .000; RMSEA, 0.071; χ^2/df = 2.59; NFI = .60; CFI = .70; GFI = .81, it was found that the GEPS was .000, and the UMTS Cronbach’s alpha internal consistency coefficient was .98 in total. Within the scope of this study, it was found that the Cronbach’s alpha internal consistency coefficients of the scale were .91 in total: .63 in the first factor, .84 in the second factor, .77 in the third factor, and .68 in the fourth factor.

Data Analysis

An outlier analysis was performed to examine the assumptions of the regression analysis and Mahalanobis distance values were excluded from the analysis. Multicollinearity, variance swelling (VIF) and tolerance values were examined among the variables and no tolerance approaching zero, VIF greater than 5, two variances greater than 0.50 accompanied by a condition index greater than 30 were found. In conclusion, analyzes were performed on 185 participants. In the study, simple linear and multiple linear regression analyzes were performed to predict the dependent variables.

In this regression design, the dependent variable was the score obtained from the gifted education perception scale, while the independent variables were the scores obtained from the sum of the MSPS. Multiple linear regression analysis was conducted to identify to what extent the preschool teacher candidates’ scores on the perception scale of gifted education were predicted from the evaluation, organization and planning subscales of the metacognition skill perception scale. The order of entry of the independent variables into the equation was established based on the statistical criteria. Each argument is identified by what was added in terms of its own entry order in the equation. A significance level of .05 was taken as a criterion in interpreting whether the findings were significant (Tabachnick & Fidell, 2001).

Results

To analyze the results of these instruments, first the descriptive values illustrating the arithmetic mean, standard deviation and correlation matrix of dependent and predictive variables were calculated, and then simple and multiple regression analysis results were conducted. Simple linear regression analysis was performed to identify the variables that predicted teacher candidates’ perceptions of gifted education. Table 1 shows the arithmetic mean, standard deviation values of the variables, and the correlation values between the variables.

Table 1.

Arithmetic Mean, Standard Deviation, and Correlation Values for Gifted Education Perception Scale and Metacognition Skill Perception Scale

Variables	X	Ss	1	2	3	4	5	6	7	8	9
1. GEPS total	80.33	13.15	1	.801**	.912**	.882**	.651**	.411**	.397**	.503**	.293**
2. The concept of giftedness	14.31	3.00	.801**	1	.643**	.613**	.457**	.301**	.279**	.471**	.164*
3. Giftedness characteristics	28.97	5.64	.912**	.643**	1	.783**	.408**	.321**	.322**	.428**	.185*
4. Diagnostics of giftedness	20.19	3.97	.882**	.613**	.783**	1	.423**	.239**	.234**	.285**	.170*
5. Curriculum	16.84	3.20	.651**	.457**	.408**	.423**	1	.542**	.511**	.514**	.512
Predictive (independent) variables
6. Metacognition total	55.16	9.61	.411**	.301**	.321**	.239**	.542**	1	.976**	.886**	.931**
7. Evaluation	28.26	5.06	.397**	.279**	.322**	.234**	.511**	.976**	1	.820**	.858**
8. Organization	11.81	2.08	.503**	.471**	.428**	.285**	.514**	.886	.820	1	.751**
9. Planning	15.08	3.03	.293**	.164*	.185**	.170*	.512**	.931**	.858**	.751**	1

**p < .001 *p < .005.

Correlation Between the Variables

Table 1 illustrates that the arithmetic mean of the dependent variables varied between 80.33 and 14.31, and the standard deviations between 13.15 and 3.00. Considering that the dependent variables were measured using a five-point scale, it is noteworthy that the arithmetic means were at a moderate level. The arithmetic mean of the independent (predictive) variables ranged between 55.16 and 11.81, and the standard deviations between 9.61 and 2.08. It was clear that the averages of the independent variables measured using a five-point scale were similarly at a moderate level.

Most of the predictive variables in Table 1 had a significant relationship with the dependent variables at a moderate level. It is apparent that the predictive variables were not highly correlated with each other, which might cause multicollinearity, but they had a moderately significant relationship.

MSPS’s Predictive Power of the Total GEPS Scores

In the study, the first simple regression equation was formed in a structure where the metacognition skill perception scale was considered as the predictor and the total score of the perception scale regarding gifted education was considered as the dependent variable. The values obtained as a result of the analysis are illustrated in Table 2.

Table 2.

Simple Regression Analysis Results Regarding the Perception Score of Gifted Education and Its Predictive (Metacognition Skill Perception Scale) Variables

Variables	Β	β	Standard error B	T	p	Dual r	PartialR
Constant	49.33	-	5.163	9.555	.000	-
Metacognition skill perception total	.562	.411	.092	6.095	.000	.411	.411

R = 0.411; R² = 0.169; Corrected R² = 0.164; F_(1,183) = 37.155; p = .000.

As shown in Table 2, all the predictor variable metacognitive skill perception total score significantly explained 17% of the variance in the total scores of the GEPS (R = .411, R² = .169, F (1.183) = 37.155, p < .001). It is possible to state that 17% of the total variance in perception score regarding gifted education was explicated by the metacognition skill perceptions. When the t-test results regarding the significance of the regression coefficients were analyzed, the total score of metacognition skill perception significantly predicted the total score of the perception scale regarding the gifted education.

The Predictive Power of the Evaluation, Organization, and Planning Dimensions of the MSPS to the Total Score of the GEPS

In the study, the second regression equation was formed in a structure where the evaluation, organization, and planning dimensions of metacognitive skill perceptions were considered as the predictors and the total dimension of the perception scale regarding gifted education was considered as the dependent variable; multiple linear regression analysis was performed for this equation. The values obtained from the analysis are presented in Table 3.

Table 3.

The Results of the Regression Analysis Regarding the Perception Scale Score and Evaluation, Organization, and Planning Variables in Relation to Gifted Education

Variables	Β	β	Standard error B	T	p	Dual r	PartialR
Constant	43.559	-	4.980	8.747	.000
Evaluation	.426	.164	.375	1.137	.257	.397	.084
Organization	3.668	.581	.707	5.185	.000	.503	.360
Planning	−1.233	−.284	.542	−.274	.024	.293	−.167

R = .524, R² = .274, F_(3,181) = 22.788, p < .001.

As shown Table 3, all the predictive variables (evaluation, organization, and planning) explicated 27% of the variance in the total score of the perception scale regarding the gifted education (R = .524, R² = .274, F (3.181) = 22,788, p < .001). Given the standardized regression coefficients (β), the relative importance of the predictive variables on the total dimension of the perception scale regarding the gifted education was organization (.581), evaluation (.164) and planning (−.284).

When consulting the results of the t-tests measuring the significance of the regression coefficients, the evaluation dimension of the metacognition skill perception scale did not significantly predict the total score of the gifted education perception scale, although the organization and planning dimension did.

Discussion and Conclusion

MSPS’s Predictive Power of the Total GEPS Scores

The findings of the study indicate that the total score of the MSPS, as a predictor variable, significantly accounts for 17% of the variance in the total score of the GEPS. Accordingly, it can be concluded that preschool teacher candidates’ metacognitive skills have a significant predictive effect on their overall perception of gifted education. The utilization of metacognitive skills, such as organization, by preschool teacher candidates before entering the profession is crucial. Additionally, it is essential that they integrate instructional knowledge with social and societal perspectives, thereby developing the necessary competencies for appropriate differentiation and adaptation within their field. In fact, the teacher candidates with these skills will be able to better understand the concept of giftedness, and this will positively reflect on the instructional arrangements for these students.

Supporting this finding, Mills (2003), in her study on the competence characteristics of gifted students, stated that the personality traits of successful teachers shared many similarities with those of gifted learners. Research also indicates that teachers who are highly effective in working with gifted students tend to prefer abstract themes and concepts, demonstrate openness and flexibility toward new or different ideas, prioritize logical analysis and objectivity, and implement organizing and planning strategies efficiently (Mills, 2003). Moreover, the emphasis in the relevant literature on asking high-level questions to gifted students and improving their thinking skills (Karnes et al., 2000; Özcan & Kötek, 2015) also supports the results obtained from this study. Zietlow (1998), on the other hand, compared the perceptions and practices of teachers of gifted and nongifted students regarding the high-level thinking and the needs of gifted students. The results of the study demonstrated that teachers’ interest in working with gifted students, as well as their own metacognition skills, had significant effects on their attitudes towards the gifted students. Being aware of and recognizing the concept of giftedness by associating it with the affective components involved in the metacognition process of preschool teachers will also increase the quality of the arrangements to be made for them.

Certainly, focusing on the clear goal, which is an important element in both self-regulated learning and metacognition in the education to be given to the gifted individuals (Morisano et al., 2010) is an important competence of these learners. It is possible to say that the process of focusing on the target, which is one of the metacognitive processes, can make a positive contribution to the teachers in correctly identifying the gifted students and designing and implementing an appropriate curriculum for them. Teachers responsible for implementing the program should demonstrate the ability to make necessary adjustments in learning outcomes, instructional experiences, and assessment processes in a flexible manner and consider the developmental characteristics of gifted students.

Teachers can enhance the self-efficacy and academic progress of students identified as gifted by providing a positive classroom environment and keeping the students motivated as well as using effective teaching strategies (Zimmerman & Martinez-Pons, 1990). In this sense, Starko and Schack (1989) emphasized that it was essential to augment teachers’ self-efficacy regarding the ever-increasing knowledge and learning through education and the use of teaching strategies. Based on these findings, it is essential for teacher education programs to offer targeted professional development workshops focusing on metacognitive instructional methods and strategies for recognizing and addressing the diverse cognitive and emotional needs of gifted students.

Preschool teachers who have the competence to get to know their students and organize the appropriate teaching environment for them, which is an important element of teacher competence, and who also use their metacognitive skills effectively, will be able to implement the curriculum designed for the gifted in a more functional way. To foster these competencies, teacher preparation programs should include experiential learning opportunities, such as mentorship with experienced educators specializing in gifted education, as well as reflective practice exercises to enhance their metacognitive teaching strategies. Integrating technology-driven adaptive learning tools into teacher education can also provide teacher candidates with hands-on experience in personalizing instruction for gifted learners.

The Predictive Power of the Evaluation, Organization, and Planning Dimensions of the MSPS on the Total Score of the GEPS

Based on the results of the present study, the predictive variables (evaluation, organization, and planning) explicated 27% of the variance in the total score of the perception scale regarding gifted education. As far as the standardized regression coefficients (β) are concerned, the relative importance of the predictor variables on the total dimension of the perception scale regarding gifted education emerged as organization, evaluation, and planning. These results support the finding that the metacognitive skills of preschool teacher candidates, namely organization and evaluation skills, had a predictive effect on the total dimension of the perception scale regarding gifted education. In this respect, the skills that preschool teacher candidates have developed especially in organization and evaluation, which are involved in arranging and controlling their own learning and teaching process, will contribute to recognizing the gifted students, determining the characteristics of these students and structuring curriculum for students. In fact, according to Coleman (2016), the preschool teacher candidates were expected to provide guidance in revealing and developing the potentials of gifted children when they started to study and have the competencies to structure the classroom activities accordingly. This, on the other hand, will reveal itself functionally in preschool teacher candidates’ metacognitive skills, especially the dimensions of organization and evaluation, in recognizing the gifted students, and in guiding them and revealing their potential. In fact, teacher candidates’ perceptions of metacognitive skills (i.e., evaluation, organization, and planning) are related to the dimensions of perceptions of gifted education (i.e., the concept of giftedness, characteristics of giftedness, identification of giftedness, and gifted education programs). Curtis (2005) found that positive and negative perceptions developed by the teachers towards the gifted students were effective on teachers’ practices. Oppong et al. (2019) emphasized that teachers’ cognitive awareness levels could significantly enhance key aspects of gifted education, including the identification of gifted students, curriculum development, instructional design, and assessment processes. In this regard, the cultivation of metacognitive skills among preschool teacher candidates becomes essential, particularly within a learning environment that encourages independent learning and fosters student responsibility for their own learning processes. Previous studies on this subject (Bonner et al., 2019; Fakhrutdinova et al., 2017) have demonstrated that the teachers who structured their own learning-learning process would also contribute to the preschool students in acquiring and developing these skills.

Recommendations for Practice and Future Research

Given the organization and evaluation dimensions significantly predicted teacher candidates’ perceptions of gifted education, teacher education programs may want to embed reflective and organization-focused activities into existing courses to strengthen these metacognitive skills. In addition, findings from the present study indicated that the organization and evaluation dimensions of metacognitive skills among preschool teacher candidates predicted their perceptions of gifted education. Expanding future research to include students from various faculties and departments could provide a broader understanding of this relationship. In addition, future studies could employ qualitative or mixed-method designs to explore how organization and evaluation skills influence teacher candidates’ perceptions of and approaches to gifted education. Finally, further studies might also consider examining metacognitive skills of prospective teachers alongside different variables that could influence their competence in teaching gifted students.

Limitations of the Study

This study was conducted with preschool teacher candidates and followed a quantitative research design. Because the sample was limited to a specific group of participants, the results should be interpreted with caution and may not represent all teacher populations. Factors such as participants’ prior educational experiences or the environments in which they studied may have influenced their levels of metacognitive awareness and their perceptions of gifted education. Future studies that include different groups of teacher candidates or use qualitative approaches could offer a more detailed picture of how these experiences shape teachers’ understanding and attitudes toward gifted learners.

Results

The results of the study showed that preschool teacher candidates’ metacognitive skills significantly predicted their perceptions of gifted education. The analysis revealed that teacher candidates’ overall metacognitive skill levels were associated with how they perceived the education of gifted students. When the subdimensions of metacognitive skills were examined, the organization and evaluation components were found to be significant predictors of perceptions of gifted education, although the planning component was not identified as a significant predictor. These findings indicate that, within the scope of this study, the organization and evaluation dimensions of metacognitive skills played a more prominent role in predicting teacher candidates’ perceptions of gifted education.

Footnotes

ORCID iD

Sait Burak Yilmaz

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Author Biographies

Özden Demir, PhD, is a faculty member in the Department of Curriculum and Instruction at the Faculty of Education, Trabzon University. She also serves on the Quality Commission and the Publication Ethics Committee. She holds a Ph.D. in Educational Sciences and has expertise in curriculum development, instructional design, and teacher education.

Sait Burak Yılmaz is a research assistant in the Department of Special Education at Dede Korkut Faculty of Education, Kafkas University. His research interests include curriculum differentiation, higher-order thinking skills, and science education. He conducts studies focusing on gifted education and inquiry-based instructional practices.

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