Vestnik of Samara University. History, pedagogics, philologyVestnik of Samara University. History, pedagogics, philology2542-04452712-8946Samara National Research University825310.18287/2542-0445-2020-26-4-57-63Research ArticleThe teacher's readiness to interact with gifted studentsSolovovaN. V.<p>Doctor of Pedagogical Sciences, associate professor, head of the Department of Human Resources Management, professor of the Department of Theory and Methods of Professional Education</p>solovova.nata@mail.ruhttps://orcid.org/0000-0002-3280-3380EzhovD. A.<p>postgraduate student, Department of Theory and Methods of Professional Education, Samara National Research University;</p>
<p>deputy director</p>dan_ezhov@mail.ruhttps://orcid.org/0000-0003-4209-7608YashkinS. N.<p>Doctor of Chemical Sciences, associate professor of the Department of Analytical and Physical Chemistry;</p>
<p>chemistry teacher</p>snyashkin@mail.ruhttps://orcid.org/0000-0002-2549-5607Samara National Research UniversitySamara National Research UniversitydeputySamara regional center for gifted childrenSamara State Technical University3012202026457632812202028122020Copyright © 2020, Solovova N.V., Ezhov D.A., Yashkin S.N.2020<p>In the article, the authors consider the problem of a teacher's readiness to interact with gifted students in the process of their continuous development. In modern Russian society, there is a growing need for people who are extraordinarily thinking, creative, active, capable of solving tasks in an unconventional way and formulating new, promising goals. In these conditions, the support and development of gifted students undoubtedly become one of the priority tasks of the education system. The relevance of the work is due to the fact that the transition of general and vocational education to a new educational paradigm, caused by the transformations of Russian society, is accompanied by increased attention to gifted students, and as a result, by the preparation of teachers at all levels of the education system to interact with students, whose intellectual and creative potential is considered as state capital stock. The article presents the results of content analysis of scientific works in the field of the development of gifted students, as well as regulatory and legal acts of the Russian Federation in the field of education. The concept of pedagogical management is introduced (a set of approaches, principles, methods, organizational forms and technological and methodological teaching methods aimed at improving the quality and effectiveness of the continuous development of gifted students, which consists of the stages: identification, diagnosis, training, development, support and support ). As a result of the study, the authors, based on the principle of identifying the types of teacher's activities on the main stages of pedagogical management, proposed a component structure of the teacher's readiness to interact with gifted students, integrating motivational-value, cognitive-methodological, normative-organizational, reflexive-evaluative and communicative-tutoring components</p>одаренность, одаренный обучающийся, педагогический менеджмент, готовность преподавателя к взаимодействию с одаренными обучающимисяgiftedness, gifted student, pedagogical management, teacher's readiness to interact with gifted students[Ansimova, Zolotariova, Lekomtseva 2017 – Ansimova N.P., Zolotariova A.V. and Lekomtseva E.N. (2017) Methodological and methodical bases of assessing teacher's work effectiveness with gifted children. Yaroslavl Pedagogical Bulletin, no. 5, pp. 33–40. Available at: https://cyberleninka.ru/article/n/metodologicheskie-i-metodicheskie-osnovy-otsenki-rezultativnosti-raboty-pedagogov-s-odarennymi-detmi; https://www.elibrary.ru/item.asp?id=30549512. (In Russ.)][Vlasova 2010 – Vlasova I.V. (2010) Opportunities of a subject laboratory for the development of gifted children. Scientific support of a system of advanced training, no. 2 (4), pp. 99–103. Available at: https://cyberleninka.ru/article/n/vozmozhnosti-predmetnoy-laboratorii-dlya-razvitiya-odarennyh-detey; https://www.elibrary.ru/item.asp?id=24160974. (In Russ.)][Ezhov, Polezhaev 2019 – Ezhov D.A. and Polezhaev R.G. (2019) Regional system for accompanying gifted children: experience, tasks, prospects. The functioning of «Vega». Modern education: topical issues and innovations, no. 4, pp. 227–236. Available at: https://www.elibrary.ru/item.asp?id=42477540. (In Russ.)][Ezhov, Solovova, Yashkina 2019 – Ezhov D.A., Solovova N.V. and Yashkina E.A. (2019) An integrative-complex approach «Three-T» to pedagogical management of the development of gifted students. Tendentsii razvitiia nauki i obrazovaniia, no. 52–1, pp. 21–24. DOI: http://doi.org/10.18411/lj-07-2019-06. (In Russ.)][Ezhov, Yashkina 2019 – Ezhov D.A. and Yashkina E.A. (2019) Theoretical aspects of the main directions of interaction between teachers and gifted students. Arkhivarius, no. 8 (41), pp. 22–26. (In Russ.)][Zaitseva 2011 – Zaitseva N.V. (2011) Modern requirements for a teacher in working with gifted children. In: Secondary education in Russia. Vol. 2. Moscow: Tsentr strategicheskogo partnerstva, pp. 244–248. Available at: http://federalbook.ru/files/FSO-SREDNEE/Soderzhanie/SO-2/V/Zajcheva.pdf. (In Russ.)][Psychology... 2000 – Adaskina А.А., Bityanova M.R. and Druzhinin V.N. [et al.] (2000) Psychology of giftedness: from theory to practice, in Ushakov D.V. (Ed.). Moscow: IP, 128 p. 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