POLYASPECTITY OF PROFESSIONAL TRAINING OF GIFTED FUTURE TEACHERS

Abstract

The problem of development of gifted future teachers, in particular in the process of professional training is little studied. The article analyzes research on the essence and content of the concept of "talent". Based on certain interpretations, the author's understanding of the giftedness of the future teacher is highlighted. Characteristic features of giftedness are determined by J. Guilford and E. Torrens. On the basis of the highlighted features of giftedness according to A. Marchuk and I. Hudym, and based on their own experience, the characteristic features of giftedness of future teachers are determined. The typology of gifted people who have common views is analyzed: according to V. Shchors (artistic, social, intellectual, sports giftedness) and D. Bohoiavlenska (explicit and implicit, potential and actual, early and late, general and special giftedness). The main functions of giftedness are successful adaptation to the surrounding world, finding solutions in all situations, especially in unpredictable ones that require creative thinking. The training of gifted future teachers should be carried out according to a predetermined individual plan, which takes into account the mental, psychological and physical abilities of the gifted future teacher. The methods of determining gifted future teachers, which can be taken into account when conducting diagnostic techniques, are indicated. The author singles out the ways of development of gifted future teachers in the process of their professional training: problem-based learning, application of modern digital technologies, use of creative methods, creation and realization of success situation, individual orientation, variety of forms and methods of teaching. It is noted that most of the development of gifted future teachers occurs during research work. The author emphasizes the need to take into account all components of the talents of future teachers for effective and comprehensive development of future teachers, including: communication, intelligence, practicality, aesthetics, spirituality, emotionality, social significance, responsibility, motivation and individuality. Gifted future teachers are of great social importance: it is important to enable the discovery of the potential of gifted students, as well as the formation and development of their abilities. The quality development of the future generation depends on the professional activity of gifted future teachers.