Teacher performance with gifted children in the assessments of children, parents and teachers

Abstract

The relevance of the research issue is due to the fact that existing educational practices do not allow implementing new objectives of state education policy to improve gifted education. It is necessary to develop new approaches, concepts, models and measures aimed at addressing this problem. The purpose of the article is to identify issues and ways to improve teacher performance to work with gifted children. The leading approaches to this issue are activity-based, person-oriented, competence-based, integrative and variable, reflexive and activity approaches, and the leading research method is a questionnaire. The research is carried out in educational institutions of Yaroslavl Oblast (comprehensive schools, supplementary educational institutions, specialized centers for gifted children). 246 people, including 63 teachers, 129 students of these teachers and 54 parents participated in the study. The core results of the study are the problems identified and ways to improve teacher performance to work with gifted children; the proposed system of conditions (information-related, methodological, technological, organizational, and motivational) can influence teacher performance and his work with gifted children. The materials of the article can be used by managers and specialists of the education system at different levels, the teaching staff of higher, secondary and supplementary vocational education to develop regional, municipal and institutional programs to support the development of gifted children, training programs and professional advancement of teaching staff