Determining the Professional Development Needs of Primary School Teachers Working in Science and Art Centers

Science and Art Centers (BİLSEM) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In BİLSEM centers, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. As a result, the professional development needs of primary school teachers at BİLSEM centers differ from those in regular primary schools. When primary school teachers are recruited to work at BİLSEM centers, they need specific training on topics such as the characteristics, needs, and education of gifted individuals. To address this, an annual orientation program is conducted at the beginning of the academic year for primary school teachers assigned to BİLSEM centers. This program is organized by the Department for the Development of Special Abilities under the General Directorate of Special Education and Guidance Services of the Ministry of National Education. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at BİLSEM centers require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special Abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at BİLSEM centers require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at BİLSEM centers.