| Article |
|---|
| Article name |
Teacher’s Readiness to Work with Gifted Children |
| Authors |
Volynchuk N.I.Candidate of Pedagogy RaitinaNI@mail.ru Snegurova V.I.Doctor of Pedagogy, Associate Professor snegurova@bk.ru |
| Bibliographic description |
Volynchuk N. I., Snegurova V. I. Teacher’s Readiness to Work with Gifted Children // Scholarly Notes of Transbaikal State University. 2019. Vol. 14, No. 5. РР. 129–137. DOI: 10.21209/2658-7114-2019-14-5-129- 137. |
| Section |
|
| DOI |
10.21209/2658-7114-2019-14-5-129-137 |
| UDK |
37.015.32 |
| Article type |
|
| Annotation |
The article offers an interpretation of the concept of “teacher’s readiness to work with gifted
children”. The relevance of the idea of preparing the teacher of “mass school” to work with children
gifted in different activities is due to the importance of the development of each child studying in an
educational organization, as well as the need to create an environment that allows to reveal the makings
of each student in the most comfortable conditions for him. Analysis of the regulatory framework, as
well as scientific research has shown that the problem of teacher training to work with gifted children
was raised and solved in the aspect of the development of the identified talent at a deep subject
level. This study emphasizes the importance of the «primary link» of work with gifted children, aimed
at finding children with signs of giftedness, their motivation, the development of research positions,
followed by the involvement of narrow-profile specialists for the maximum development of giftedness
and achieving outstanding results. Taking into account the above, the teacher’s readiness to work with
gifted children is considered in the unity of structural (motivational-value, cognitive, operational-activity,
emotional-volitional) and functional components (functions – incentive, executive, regulatory). The
selected components are characterized from the point of view of the above idea. A system of criteria
and indicators has been developed to measure readiness levels. On the basis of acmeological approach
the levels of readiness are revealed: highest, high, medium and low.
|
| Key words |
gifted children, teacher training, teacher readiness to work with gifted children, research
position, development of giftedness, readiness levels |
| Article information |
|
| References |
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| Full article | Teacher’s Readiness to Work with Gifted Children |
