Sustained primary teacher provision for the gifted: the influence of gifted conceptions on nomination and differentiation

This study explores the relationships between primary school teachers' conceptions of giftedness, their nomination practices, and their ability to implement differentiated instruction, while examining the role of training on gifted education and teaching experience. Data were collected from 441 primary teachers in southeastern Turkey during the 2024-2025 academic year. Teachers' conceptions of giftedness, nomination practices, and differentiation strategies were assessed using the Gifted Child Perception Scale (GCPS) and the Differentiated Instruction Scale (DIS), with results analyzed through Pearson correlation and simple and multiple regression techniques. The findings indicated that teachers with broader conceptions of giftedness were more likely to nominate students with diverse abilities, including creativity and leadership, and to adopt more inclusive differentiation practices.Professional training in gifted education significantly predicted both nomination and differentiation competencies, while teaching experience was negatively associated with differentiation practices. As a correlational study, these findings reflect associations rather than causal relationships. The study highlights systemic challenges, such as limited access to training and resource constraints, which hinder teachers' ability to support gifted learners. Recommendations include integrating gifted education into training programs and providing resources to empower teachers. This research contributes to the literature on gifted education by emphasizing the link between teacher conceptions, training, and practices in nominating and supporting gifted students.