| Abstract [eng] |
The education system of gifted children involves the recognition and education of capable children. The harmonious functioning of this system depends on teachers’ competences. While relating the quality of pedagogical activity with teacher’s capacities to effectively perform the operations, the problem of pedagogical competence of gifted children’s education is actualized. In the present dissertation, it is strived to theoretically substantiate and empirically investigate the teachers’ competence while educating the children gifted at mathematics. The theoretical basics of education of gifted children have been analyzed that allowed to compose and substantiate the theoretical model of competence. In the present study, the teachers’ competence in the education of children who are gifted at mathematics is conceived as the entirety of the recognition of children gifted at mathematics, the control of (self-)education, the assessment of advance and achievement, the competences of content planning and development as well as the correlation between personal features and professional experience. Applying the quantitative and qualitative methods, the realization of the components of teachers’ competence has been empirically investigated. The quantitative research (the questionnaire in written form) allowed to reveal the realization of competence components in teacher training practice. The application of qualitative research methods (the method of interview) allowed to assess the significance of the realization of competence components for the main participants of education process, i.e. teachers and children. On the basis of the obtained results, the conclusions and recommendations have been formulated. |
