Educational actions in their totality form an educational process, and each educational action represents the influence of the teacher on the child's personality in order to form value orientations and personality qualities, change the style of his attitude to himself and others, behaviour and beliefs. Feedback that always accompanies pedagogical interaction informs the teacher about the nature of changes in the student under the influence of communication with him in various activities and, in addition, allows the teacher to change the nature of communication with the child, to correctly build their interaction with him. Despite the fact that there is already a large set of means of developing communication skills, the problem of developing means of developing communication skills, means of improving the effectiveness of pedagogical interaction between a teacher and children remains very relevant. The purpose of the study is to develop ways to optimize the interaction of a teacher with children in primary schools.
The relevance of the issues identified in the title of this article is determined by the social order: "the formation of the intellectual potential of the country"; the need for individual development of gifted children; the need for non-standard educational activities in working with gifted children; the desirability of overcoming the current anti-intellectualism in public life, as well as the phenomenon of "rejection of originality and talent". The article analyzes the concepts of "giftedness", "mental giftedness", and "professional readiness" and offers key areas of teacher training based on national experience and modern approaches in the system of additional professional education. Methodology. The article analyzes the approaches to the formation of professional readiness of a teacher to work with gifted children in domestic and foreign psychological and pedagogical science, analyzes the modern practice of organizing teacher training in the system of additional professional education. Purpose of the study: to identify the influence of subjective and objective factors and socio-pedagogical conditions on the formation of the teacher's readiness to work with gifted children in additional professional education. Results. It was found that the development of a teacher's readiness to work with gifted children in postgraduate education can give a positive result only if the complex application of course and intercourse training and a focused system for the formation of the psychological and pedagogical competence of a teacher. • Between the standard attitude to the gifted student and the necessary, given the individuality for its successful development;
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