UDC: 
373.3/.5+376.5
Ansimova Nina Petrovna
Доктор психологических наук, Dr. Sci. (Psychol.), Prof. of the Department of General and Social Psychology, Yaroslavl State Pedagogical University named after K. D. Ushinsky, miklinar@yandex.ru, Yaroslavl
Zolotariova Angelina Viktorovna
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof., Yaroslavl Region “The Institute of Education Development”, ang_gold@mail.ru, Yaroslavl

Approaches and principles of formation of the teacher’s competences necessary for work with talented children and youth

Abstract: 
In the article reasons for approaches and principles of formation of the teacher’s competences necessary for work with talented children and youth are presented. Particular purposes and objectives (substantial, methodical, organizational, practical) in training of the pedagogical personnel to teach and develop talented children and youth are determined. The competence-based, personified and metasubject approaches to form the teacher’s professional competences are proved. Here are formulated the principles of formation of the teacher’s competences, who is working with talented children and youth in the course of further professional education of the personnel: complexity, humanization, unity and differentiation of general and special training, unity of theoretical and practical training of the teacher, clusterness, universality, integrity, variability, reflexivity, fundamental nature, polyfunctionality, interdisciplinarity
Keywords: 
talented children and youth, formation of the teacher’s competences, a competence-based approach; a personified approach, a metasubject approach, principles of further professional education of teachers
Please register
References: 

1. Averkin, V. N., Kaplunovich, T. A., 2014. Antinomicheskij princip personificirovannoj organizacii povysheniya kvalifikacii pedagogov [The anti-nomic principle of the personified organization of teachers’ professional development]. Chelovek i obrazovanie. Akademicheskij vestnik Instituta pedagogicheskogo obrazovaniya i obrazovaniya vzroslyx RAO [Person and education. The academic bulletin of the Institute of pedagogical education and education of adult of RAE], 3, pp. 34–39 (in Russ.).
2. Gromyko, N. V., Polovkova, M. V., 2009. Metapredmetnyj podxod kak yadro rossijskogo obrazovaniya [A metasubject approach as a kernel of Russian education]. Sbornik statej dlya uchastnikov finala Vserossijskogo konkursa “Uchitel' goda Rossii – 2009” [Collection of articles for participants of the final of the All-Russian competition “The Teacher of the Year of Russia – 2009”]. Saint Petersburg, 30 p. (in Russ.).
3. Zimnyaya, I. A., 2004. Klyuchevye kompetentnosti kak rezul'tativno-celevaya osnova kompetentnostnogo podxoda v obrazovanii. Avtorskaya versiya [Key competences as a productive and target basis of the competence-based approach in education. The author's version]. Moscow: Issledovatel'skij centr problem kachestva podgotovki specialistov Publ., 40 p. (in Russ.).
4. Koncepciya obshchenacionalnoy sistemy vyyavleniya i razvitiya molodykh talantov, utv.Prezidentom RF ot 03.04.2012 goda [The concept of a national system of identifying and developing young talent, approved. The President of the Russian Federation dated 03.04.2012] [online]. Available at: http://www.garant.ru/products/ipo/prime/doc/70089372/ (Accessed 15 September 2016) (in Russ.).
5. Zolotareva, A. V., ed., 2011. Model' vzaimodejstviya uchrezhdenij obshhego obrazovaniya s vuzami po realizacii obshheobrazovatel'nyx programm starshej shkoly, orientirovannyx na odarennyx detej [Model of interaction of the general education institutions with higher education institutions on implementation of the general education programs of high school focused on gifted children]. Yaroslavl: YSPU Publ., 156 p. (in Russ.).
6. Muhamedyarova, N. A., 2013. Osobennosti realizacii metapredmetnogo podxoda pri podgotovke pedagogicheskix kadrov v vuze [Features of realization of the metasubject approach in pedagogical staff training in higher education institution]. Innovacii v obrazovanii [Innovations in education], 1, pp. 72–79 (in Russ.).
7. Obuhov, V. V., Voitehovskaya, M. P., Osipova, I. V., 2013. Sovremennye variativnye modeli personificirovannogo i individualizirovannogo povysheniya kvalifikacii rabotnikov obrazovaniya, orientirovannyx na novye modeli attestacii [Modern variable models of the personified and individualized professional development of the educators focused on new models of official evaluation]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta [Tomsk State Pedagogical University Bulletin], 13, pp. 93–98 (in Russ.).
8. Shadrikov, V. D., 2006. Lichnostnye kachestva pedagoga kak sostavlyayushhie professional'noj kompetentnosti [The teacher’s personal qualities as components of the professional competence].Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya Psixologiya [Bulletin of Yaroslavl state university named after P. G. Demidov. Psychology series], 1, pp. 15–21 (in Russ.).