Abstract:

The relevance of the studied problem is caused by the need to realize the intellectual and creative potential of a person as one of the main resources for the society development. This actualizes the complex of problems associated with the development of intellectually gifted students. The article is devoted to the problem of forming the teachers’ readiness to manage the development of intellectually gifted students. The purpose of the study is to build a structural-functional model of forming the teachers’ readiness to manage the development of intellectually gifted students. The theoretical and methodological basis for building the model was the system-activity approach, according to which the effectiveness of the process of forming the teachers’ readiness to manage the development of intellectually gifted students depends on the organization of systemic influences, the creation of an enriched educational environment. It is proposed to carry out heuristic activities individually or as a team based on life situations. To obtain objective, evidence-based data and to identify the level of elaboration of a scientific problem, such theoretical and empirical research methods as analyzing pedagogical scientific literature and pedagogical experience, summarizing, as well as a questionnaire survey were used. For the experiment, a plan with input (zero experiment) and output diagnostics (final experiment), using control and experimental groups was chosen. 37 teachers of educational institutions of Kostanay city (Kazakhstan) took part in the experiment. Empirical data obtained from the experimental results indicate a divergence in the levels of forming the studied readiness among the respondents in the control and experimental groups. As a result of theoretical analysis and generalization of the empirical material obtained during the study, the term “the teachers’ readiness to manage the development of intellectually gifted students” is considered as an integrative personality phenomenon, the formation of which is a complex and multidimensional process, which cannot be fully explored from one perspective. The structure and functions of the model are determined. The model includes motivational-targeted, content-technological and evaluation-effective components. It is characterized by a focus on the teacher’s subjective experience, active stimulation of creative activity, reproducibility, integrativity, ambivalence, adaptability. The model requires general didactic and specific principles of professional and pedagogical training, methodological support of the educational process. Each component performs its own functions. Special attention is paid to a system of principles, which the model of forming the teachers’ readiness to manage the development of intellectually gifted students is based on. These include the principle of self-actualization, manufacturability, subjectivity, accumulation of experience, creativity and success, variability, return and discreteness. Materials of the article can be useful for experts working in educational institutions and researchers who are connected with pedagogy.

Keywords:

Education, teacher, student, intellectually gifted, model, readiness, development.