Sedat Dinçer

Niğde University, Eğitim Fakültesi, Alumnus

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Sedat DİNÇER
I was born in 1981 in Kayseri. I completed my primary, secondary and high school education in Kayseri. In 2002, I graduated from Niğde University, Faculty of Education, Classroom Teaching Department. I have been working in the field of Gifted/Special Talented Education since 2007. I attended many courses, seminars, workshops, congresses, TÜBİTAK Projects, European Union Projects, Original Material and Event Development Activities, Special Education, Astronomy Education and Ministry of National Education courses in the field of Gifted / Special Talented. I am also the Ministry of Education Special / Gifted Trainer and Special / Gifted Support Training Chamber Trainer Training Provincial Trainer. I give courses and seminars to School Administrators and Teachers as Education Officer within the Provincial Directorate of National Education for Gifted / Special Talented. I am currently working as a Classroom Teacher at Kayseri Çetin Şen Science and Art Center. There are international papers, articles and book works about gifted / talented.
Web:https://sedatdincer.wordpress.com
Address: Web:https://sedatdincer.wordpress.com
Turkey/Kayseri

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Papers by Sedat Dinçer

ÜSTÜN YETENEKLİ ÖĞRENCİLERLE ÇALIŞAN ÖĞRETMENLERİN ÜSTÜN YETENEKLİLER EĞİTİMİNE İLİŞKİN ÖZ-YETERLİKLERİNİN İNCELENMESİ

ULUSLARARASI ERCİYES BİLİMSEL ARAŞTIRMALAR KONGRESİ, Nisan, 2019

Çalışma sonuçlarına göre öğretmenlerin üstün yeteneklilerin eğitimine ilişkin öz-yeterlik puan or... more Çalışma sonuçlarına göre öğretmenlerin üstün yeteneklilerin eğitimine ilişkin öz-yeterlik puan ortalamalarının orta düzeyin üstünde olduğu (X=3,37) belirlenmiştir. Yapılan bağımsız örneklem t testi sonucunda kadın ve erkek öğretmenler arasında Üstün Yetenekliler Eğitimine İlişkin Özyeterlik Ölçeği alt boyutları bakımından anlamlı bir fark bulunamamıştır. Yapılan ki-kare testinde Üstün Yetenekliler Eğitimine İlişkin Öz-yeterlik Ölçeği akademik yeterlik alt boyutunda cinsiyet düzeyinde, yaratıcılığı teşvik etme alt boyutunda mesleki kıdem bakımından, sorumluluk yeterlik alt boyutunda öğretmenlerin yaşlarına göre ve öğretimsel planlama yeterlik alt boyutunda öğretmenlerin yaşlarına göre anlamlı farklılıklar görülmüştür.

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Views of Classroom Teachers who Take Part in Resource Rooms for Gifted/Talented Students about the Resource Room Application

Journal of Gifted Edication Research, December , 2016

The education of gifted students in Turkey has gained momentum by speeding up the opening of Scie... more The education of gifted students in Turkey has gained momentum by speeding up the opening of Science and Art Centers. There is a positive perception of gifted students about BİLSEM. However, in the education of gifted students, these children are a general trend in the world of education in their own schools and even their own classes through integration and integration. In Turkey, in accordance with this trend, gifted students have also made legal arrangements for training in support training rooms. The implementation of support training rooms began to become widespread in the academic year 2015-2016. Teachers started to work in support training rooms by receiving in-service training. An examination of the teachers' views is very important in terms of understanding the efficiency of the implementation. This work is a qualitative study. 15 teachers who work in a middle-socioeconomic level in Turkey have examined their views on the application of the support room for gifted students. As a result of these negotiations; the subjects were analyzed under 7 themes: Educational/Instructional Qualification Dimension, Instructional Material Dimension, Instructional Dimension, Administrative Regulation Dimension, Parent Dimension, Teacher Suggestion Dimension. Teachers who are trained for gifted students seem to have indicated that they desire higher quality in-service training, inadequate in-service training in supportive training rooms, inadequate teaching environments, inadequate teaching environments, problems with parents and parents supporting this practice and being satisfied with it. It may be suggested that taking these views of teachers into consideration will lead to an increase in the quality and productivity of supportive training rooms for gifted students.

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Investigation of the Gifted Education Self-Efficacy of Teachers Work with Gifted Students

by Journal JGEDC and Sedat Dinçer

Investigation of the Gifted Education Self-Efficacy of Teachers , 2019

The competencies of the teachers of gifted children are important for the quality of gifted educa... more The competencies of the teachers of gifted children are important for the quality of gifted education. The aim of this study is to determine the self-efficacy of gifted and talented teachers working in primary and secondary schools in state schools of the Turkish Ministry of National Education. In this study, 45 teachers from 13 different branches working in primary and secondary schools in Melikgazi District of Kayseri Province in the 2017-2018 academic year and having gifted students in their class were taken as samples. The data collection tool was developed by Tortop (2014), and the Gifted Education Self-efficacy Scale for Teachers (GESST) was used. The scale consists of six sub-dimensions and 26 items. The obtained data were analyzed using SPSS 16 program. Mean data, independent sample t test and chi-square test were used in the interpretation of the data. According to the results of the study, it was determined that the mean scores of teachers' self-efficacy were higher than the average level (" = 3.37). As a result of independent sample t test, no significant difference was found between male and female teachers in terms of sub-dimensions of Gifted Education Self-Efficacy Scale. In the chi-square test, significant differences were found in the gender variable in the academic competency sub-dimension, in the seniority variable in the encouragement of creativity sub-dimension, in the age variable of the teachers in the responsibility competency sub-dimension and in the age variable of the teachers in the instructional planning competency sub-dimension. In the light of the findings, it may be suggested that teachers working with gifted students should be supported continuously by in-service trainings and more self-efficacy related to the education of gifted students within the framework of a certain program, in the light of current data.

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ÖĞRETMENLERİN KOLEKTİF ÖĞRETMEN YETERLİLİKLERİNE YÖNELİK ALGILARININ İNCELENMESİ

ERTE CONGRESS III. ULUSLARARASI EĞİTİM ARAŞTIRMALARI VE ÖĞRETMEN EĞİTİMİ KONGRESİ, 2021

Armour, C., Jr (2012). Teacher self-efficacy, teacher collective efficacy, and job satisfaction i... more

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OKUL YÖNETİCİLERİNİN ÖĞRETİMSEL LİDERLİK DURUMLARI İLE ÖĞRETMENLERİN KOLEKTİF ÖĞRETMEN YETERLİLİKLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

ERTE CONGRESS III. ULUSLARARASI EĞİTİM ARAŞTIRMALARI VE ÖĞRETMEN EĞİTİMİ KONGRESİ , 2021

Okul yöneticilerinin öğretim liderliği algıları ile öğretmenlerin kolektif yeterlik algıları ar... more Okul yöneticilerinin öğretim liderliği algıları ile öğretmenlerin kolektif yeterlik algıları arasındaki ilişkinin incelendiği nicel araştırmada ilişkisel ve betimleyici tarama deseni kullanılmıştır. Betimsel araştırmalarda bir olay veya olgunun betimlenmesi amaçlanırken, ilişkisel araştırmalarda daha fazla veya iki değişken arasındaki ilişkinin belirlenmesi amaçlanır

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ÜSTÜN YETENEKLİ ÖĞRENCİLERLE ÇALIŞAN ÖĞRETMENLERİN ÜSTÜN YETENEKLİLER EĞİTİMİNE İLİŞKİN ÖZ-YETERLİKLERİNİN İNCELENMESİ

ULUSLARARASI ERCİYES BİLİMSEL ARAŞTIRMALAR KONGRESİ, Nisan, 2019

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Views of Classroom Teachers who Take Part in Resource Rooms for Gifted/Talented Students about the Resource Room Application

Journal of Gifted Edication Research, December , 2016

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Investigation of the Gifted Education Self-Efficacy of Teachers Work with Gifted Students

by Journal JGEDC and Sedat Dinçer

Investigation of the Gifted Education Self-Efficacy of Teachers , 2019

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ÖĞRETMENLERİN KOLEKTİF ÖĞRETMEN YETERLİLİKLERİNE YÖNELİK ALGILARININ İNCELENMESİ