CREATIVE RESEARCH ENVIRONMENT AS A CONDITION FOR ARRANGING THE READINESS OF THE FUTURE TEACHERS IN THE DEVELOPMENT OF THE INTELLECTUALLY GIFTED STUDENTS

Abstract

The article is devoted to the research of the impact of the creative research environment on training the future teachers to work with the intellectually gifted students. The essence of two independent fields of research is revealed: teacher psychology for the gifted schoolchildren and teacher training to work with the gifted students. The structure of the readiness of the future teacherin the development of the intellectually gifted students is presented, consisting of the unity of four components: motivating, cognitive, technological and personal. A description of the basic principles of arranging psychological and pedagogical support in thecreation of the readiness of the future teachers in the development of the intellectually gifted students is given. It was concluded that the creation of the readiness in the development of the intellectually gifted students is possible only in the educational environment, with such parameters as a low degree of regulation of behavior, information enrichment and representation of the creative behavior patterns, where training and upbringing are connected with the research activities.

Key words: educational environment, readiness, creativity, intellectual talent, research activity.