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.