STUDY OF THE READINESS OF THE PROSPECTIVE PRIMARY SCHOOL TEACHERS TO WORK WITH INTELLECTUALLY GIFTED PUPILS

Abstract

The article deals with the actual problem of professional training of the prospective primary school teachers to work with intellectually gifted pupils. It has been shown that giftedness is determined by both innate gifts and social conditions and, of course, needs support and help on a part of a trained teacher. The level of readiness of prospective primary school teachers to work with intellectually gifted pupils in modern conditions has been investigated. For this purpose, a scientific study was conducted in 2021-2022 studying years in which the students of the 1st and 2nd courses of the Institute of Pedagogy of Zhytomyr Ivan Franko State University participated. The conducted research allows formulating certain methodical recommendations for the professional training of prospective teachers to work with intellectually gifted pupils. These recommendations outline the following imperatives: 1) there is a need to introduce a special training course into the educational process; 2) it is relevant to include in psychological and pedagogical disciplines the issues that characterize the peculiarities of working with gifted pupils; 3) the need to develop students' motivation for self-development and self-improvement is very important; 4) it is expedient to include psychological trainings, project tasks, methods of innovative computer training in the studying disciplines; 5) the prospective teachers should be motivated to study modern psychological and pedagogical literature in this field, since working with gifted pupils requires special training both in higher education and in further independent professional activity. The promising aspects of the research include research in the indicated direction using the synergistic concept «talent is the sum of talents and abilities». This approach corresponds to the synergistic principle of superadditivity («the whole is greater than its parts») when any system reveals certain systemic properties that are not inherent in the properties of its components. Under such conditions, the problem of human development in the context of «heredity VS environment» can be resolved.