On the Issue of Teachers’ Professional Training for Working with Gifted Children

245

Abstract

The work is aimed at analyzing the problems of training psychological and pedagogical personnel for working with gifted children in our country and abroad. Three interrelated issues are discussed: 1) what professional competencies are necessary for effective work in the field of education of gifted and talented children, 2) which of them are absent in modern teachers, and 3) how to ensure their formation. A weak link in the preparation of teachers to work with gifted children is highlighted and deficit competencies are identified — a modern scientific understanding of the phenomenon of giftedness, its nature, a variety of manifestations and types, as well as the ability to identify (identify) gifted children, assess their creative potential. The necessity of searching for new, effective ways of “reorienting the dominant stereotypes” and the development of productive ideas of teachers about gifted students and ways of working with them is substantiated. The results of testing the training for the development of productive ideas about the creative manifestations of primary schoolchildren and adolescents and the teacher’s ability to identify the creative potential of students are presented, its effectiveness is shown.

General Information

Keywords: gifted children, training of psychological and pedagogical personnel, implicit ideas about giftedness, deficit competencies

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2020170209

For citation: Shumakova N.B. On the Issue of Teachers’ Professional Training for Working with Gifted Children [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2020. Vol. 17, no. 2, pp. 97–105. DOI: 10.17759/bppe.2020170209. (In Russ., аbstr. in Engl.)

References

  1. Dolgova V.V. Vektory podgotovki uchitelei k rabote s odarennymi det’mi [Teacher training vectors for gifted children]. Sovremennye tendentsii razvitiya nauki i tekhnologii [Modern Trends in the Development of Science and Technology], 2016, no. 3-11, pp. 53–56.
  2. Zolotareva A.V. Sostoyanie i problemy podgotovki pedagogov k rabote s odarennymi det’mi [The state and problems of training teachers to work with gifted children]. Yaroslavskii pedagogicheskii vestnik [Yaroslavl Pedagogical Bulletin], 2016, no. 4, pp. 20–25.
  3. Kontseptsiya obshchenatsional’noi sistemy vyyavleniya i razvitiya molodykh talantov (utv. Prezidentom RF 03.04.2012 No. Pr-827) [The concept of a nationwide system for identifying and supporting young talents, approved by the President of the Russian Federation on 2012, April 03]. Konsul’tantPlyus [Consultant Plus]. Available at: http://www.consultant.ru/document/cons_doc_LAW_131119/ (Accessed 12.06.2020).
  4. Mel’nikova E.L. Rabotat’ s odarennymi det’mi — zdes’ i seichas [Work with gifted children — here and now]. Nachal’naya shkola: plyus-minus [Elementary School: Plus or Minus], 2000, no. 3, pp. 23–28.
  5. Panov V.I. Nekotorye teoreticheskie i prakticheskie problemy odarennosti [Some theoretical and practical problems of giftedness]. Prakticheskaya psikhologiya [Practical Psychology], 1998, no. 3, pp. 33–48.
  6. Popova L.V. Obrazovanie odarennykh: gosudarstvennaya politika evropeiskikh stran [Gifted Education: European Government Policies]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2011, no. 4, pp. 56–62.
  7. Popova L.V., Meshkova N.V. Predstavleniya administratorov obrazovatel’nykh uchrezhdenii ob odarennykh uchashchikhsya [Representations of administrators of educational institutions about gifted students. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2015. Vol. 7, no. 1. Available at: http://psyedu.ru/journal/2015/n1/Popova_Meshkova.phtml (Accessed 10.06.2020).
  8. Professional’nyi standart “Pedagog (pedagogicheskaya deyatel’nost’ v sfere doshkol’nogo, nachal’nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya) (vospitatel’, uchitel’)” [Professional standard “Teacher (pedagogical activity in preschool, primary general, basic general, secondary general education) (educator, teacher)”]. Gorodskoi metodicheskii tsentr [City Methodical Center]. Available at: https://mosmetod.ru/metodicheskoe-prostranstvo/srednyaya-i-starshaya-shkola/geografiya/normativnyedokumenty/professionalnyj-standart-pedagog-pedagogicheskaya-deyatelnost-v-sfere-doshkolnogonachalnogo-obshchego-osnovnog.html (Accessed 10.06.2020).
  9. Rubtsov V.V., Zabrodin Yu.M., Leonova O.I. Analiticheskii obzor po tematike XV Mezhdunarodnoi nauchnoprakticheskoi konferentsii “Psikhologiya obrazovaniya: luchshie praktiki raboty s detstvom” [Analytical review of the XV International Scientific and Practical Conference “Educational Psychology: Best Practices for Working with Childhood”]. Vestnik prakticheskoi psikhologii obrazovaniya [Bulletin of Practical Psychology of Education], 2019, no. 4, pp. 7–21. doi: 10.17759/bppe.2019160401
  10. Tunik E.E. Psikhodiagnostika tvorcheskogo myshleniya. Kreativnye testy [Psychodiagnostics of creative thinking. Creative tests]. Saint-Petersburg: Didaktika Plyus, 2002. 44 p.
  11. Shumakova N.B. Obuchenie i razvitie odarennykh detei [Training and development of gifted children]. Moscow: MPSI; Voronezh: NPO “MODEK”, 2004. 336 p.
  12. Shumakova N.B. Razvitie sposobnostei uchitelei k otsenke tvorcheskogo potentsiala uchashchikhsya [Development of teachers’ abilities to assess students’ creative potential]. In Mitina L.M. (eds.), XII Mezhdunarodnaya nauchno-prakticheskaya konferentsiya “Psikhologiya lichnostno-professional’nogo razvitiya: sovremennye vyzovy i riski”. [XII International Scientific and Practical Conference “Psychology of personal and professional development: modern challenges and risks”]. Moscow: Pero, 2016. 355 p.
  13. Shcheblanova E.I. Neuspeshnye odarennye shkol’niki [Unsuccessful gifted students]. Moscow: Binom, 2014. 245 p.
  14. Baudson T. G., Preckel F. Teachers’ conceptions of gifted and average-ability students on achievement relevant dimensions. Gifted Child Quarterly, 2016. Vol. 60, pp. 212–225. doi: 10.1177/0016986216647115.
  15. Lord E. W., Swanson J. D. (eds.), A Guide to State Policies in Gifted Education. 2nd ed. Washington, DC: National Association for Gifted Children, 2016. Scribd. Available at: https://ru.scribd.com/document/342650476/a-guide-to-state-policies-in-gifted-education-2016-2 (Accessed 10.06.2020).
  16. Matheis S., Kronborg L., Schmitt M., Preckel F. Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International, 2017. Vol. 32, no. 2. pp. 134–160. doi: 10.1080/15332276.2018.1537685.
  17. National Standards in Gifted and Talented Education. Available at: https://www.nagc.org/resourcespublications/resources/national-standards-gifted-and-talented-education (Accessed 10.06.2020).
  18. Preckel F., Baudson T. G., Krolak-Schwerdt S., Glock S. Gifted and maladjusted? Implicit attitudes and automatic associations related to gifted children. American Educational Research Journal, 2015. Vol. 52, pp. 1160–1184. doi: 10.3102/0002831215596413.
  19. Rimm S. B., Siegle D. B., Davis G. A. Education of the gifted and talented. 7th ed. Boston, MA: Pearson, 2018.

Information About the Authors

Natalia B. Shumakova, Doctor of Psychology, Leading Research Associate, Psychology of Giftedness Department, Psychological Institute of the Russian Academy of Education, Professor, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2843-6055, e-mail: n_shumakova@mail.ru

Metrics

Views

Total: 543
Previous month: 9
Current month: 1

Downloads

Total: 245
Previous month: 4
Current month: 1