Pedagogical Conditions Necessary for Training Teachers to Manage the Development of Intellectually Gifted Students

Abstract

-The problem relevance under study is caused by need of developing the teachers who work with intellectually gifted students in the conditions of continuing professional education. The purpose of the article is to reveal pedagogical conditions, connected with inclusion of teachers in an enriched creative and research environment, their self-development and providing them with psychological support. The results showed efficiency of using these pedagogical conditions for teachers' readiness formation to manage the development of intellectually gifted students. Person-oriented and constructivist approaches are the leading in research of this problem. The article may be useful in the teaching process in institutions of continuing professional education and giving lectures on psychology and pedagogy in educational institutions, where intellectually gifted students are taught.

Conocimientos, percepciones y actitudes de los docentes hacia las altas capacidades

“…Además, los docentes mostrarían una autoeficacia menor para enseñar a alumnado con AACC que a alumnado con inteligencia normativa. De este modo, autores como Eremeeva et al, (2017) defienden la necesidad de unas condiciones pedagógicas adecuadas y sustentadas en la formación docente para conseguir que la enseñanza de alumnado con AACC sea un éxito (crear entornos creativos en la formación permanente o estimular la autoformación a través de la enseñanza digital)…”

Elementary-Age Gifted Males’ Self-Perceptions of Giftedness and School Practices

“…Along those lines, Eremeeva et al (2016) argue that teachers’ normative conceptions of giftedness influence the conditions within classroom spaces that develop or promote the notion of giftedness and discuss the teachers’ responsibility to understand and identify cognitive abilities before they can create opportunities in the classroom that enrich or promote their intellectual potential (Eremeeva et al, 2016). This examination of literature provokes interest in understanding how the classroom environments and the transactions that occur in those spaces influence how teachers perceive normative conceptions of giftedness.…”

Diagnostics of professional challenges as a basis for designing a customized training strategy

“…Today, the task of developing professional competences is not only imposed on a person himself, but also on the corresponding social institutions [1]. The task of advanced professional training for teachers is reflected in the modern national educational policy.…”