Innovations In Advanced Professional Development System For Teachers Working With Gifted Teenagers

Abstract

The relevance of the chosen topic is due to the increasing gap between the content of subjects and Olympiad tasks (tasks given at academic competitions). We need to provide scientific and methodological assistance to teachers who are mentors of gifted pupils – the participants of Olympiads (academic competitions) at a high level. Reputable universities play an important role in this process. The study presents the developed and tested system of professional development of chemistry teachers who work with gifted teenagers. The purpose of the study is to explore scientific and pedagogical support for the professional development of teachers in their work with gifted adolescents and its innovation component (on an example of chemistry teachers). It was revealed that scientific and pedagogical support integrates the five implemented in practice independent modules. It was found that innovation component is best reflected in the conditions of the first module. It is associated with the use of new chemical equipment, modern information and communication technologies, and combined work experience on the basis of lyceum for talented children, unique pedagogical chemistry workshops; it is characterized by strong interactivity and performance by the students of creative project-oriented final reports. The materials of the article have the practical value for students – the future school teachers and university professors, for participants of the refresher courses and educationalists.

Keywords: Educationprofessional developmentteachersgifted teenagers

Introduction

The increasing gap between the content of basic school educational programs on the subjects and materials used during the preparation of the tasks for Olympiads at various levels, starting from the municipal stage of all-Russian Olympiad, clearly dictates the need for periodic professional development of school subject teachers. Especially scientific and methodological assistance is necessary for the teachers who are mentors of gifted pupils – the participants of the high level Olympiads. There is no doubt that, along with a wide range of independent competence on the subject in the work with gifted teenagers through the study of the special literature (Kuramshin et al., 2013; Gilmanshina et al;, 2016) and on-line courses, an important role in the teachers professional development should play an authoritative institution of high education. In particular, Kazan (Volga region) Federal University, where take places a good combination of almost 140 years of experience in teacher training and world-known scientific schools, such as the Kazan chemical school.

Problem Statement

In the study (Gilmanshina, Khalikova, 2015) the phenomenon of "giftedness" is investigated and new forms of work with talented youth in the University education system are considered. This research is devoted to teaching chemistry to gifted youth in transforming science education (Gilmanshin, Gilmanshina, 2016; Gilmanshina & Gilmanshin, 2015; Gilmanshina et al., 2016; Gilmanshina & Khalikova, 2016). This study is devoted to methods of teaching students the scientific explanation of chemical phenomena (Gilmanshina et al., 2016). Interesting method of teaching chemistry that was designed for motivated students is presented in (Sulcius, 2015; 2016), the research student’s activity who will be the teachers in the future is analysed in (Lamanauskas & Augienė, 2016; 2017). Features of modelling of professional orientation work with pupils and students in the system "school – College – enterprise" studied in (Sibgatova et al., 2015). The questions of readiness of teachers to work in multicultural educational space is represented in the works (Gabdulchakov & Shishova, 2017; Sabirova et al., 2016; Valeeva & Kalimullin, 2016). However, the analysis of scientific works devoted to the study of scientific-pedagogical support of the teachers professional development process according to the work with gifted teenagers and its innovation component is extremely small and they are fragmentary-debatable;

Research Questions

What is the content of scientific-pedagogical services and innovative component of process of teacher’s professional development to work with gifted teenagers;

Purpose of the Study

To develop scientific and pedagogical support and innovative component of process of teacher’s professional development in the work with gifted teenagers (on an example of chemistry teachers).

Research Methods

The leading approach of the study is competence-activity approach, which involves cultural and personal development of teachers, construction of educational process taking into account individual age, psychological and physiological features of participants of professional development courses. The term competence-activity approach appeared as a result of the combination of competence-based and activity-based approaches. If competence-based approach requires the formation of competences, development of personal qualities and strengthening of practice-oriented education, the activity-based approach proves the futility of knowledge and skills which are not implemented in productive activities. The basic position of the activity-based approach is due to the fact that the psychological abilities of the person are the result of the conversion of the external subject activity in the internal mental activity through successive changes. The development of an individual is determined primarily by the nature of the organization, its learning activities. In accordance with the activity-based approach the content of education determines the type of thinking, depending on the learning content. Knowledge and skills are considered to be derived from the relevant types of purposeful actions. The quality of learning is determined by the diversity and nature of the types of learning activities. The activity-based approach can be effectively combined with modern educational technologies such as information and communication, technology, research and design activities, technology, problematic learning

Findings

Conclusion

The article reveals the content of scientific and pedagogical system of professional development of teachers of Tatarstan in their work with gifted teenagers on an example of chemistry teachers. Scientific and pedagogical support integrates five implemented autonomous modules. It is established that the innovative component of scientific and pedagogical support of the system is most fully realized in terms of the first module. It is implemented with the use of new chemical equipment, modern information and communication technologies, and combined work experience on the basis of a lyceum for talented children, unique pedagogical chemistry workshops; it is characterized by strong interactivity and performance by the students of creative project-oriented final reports.

Thus, the developed scientific and pedagogical support includes a variety of forms of professional development – both full-time and distance, focused only on teachers, and the mixed audience – the teacher plus students. All modules and forms that were described in the article differ in interactivity, they were assessed to be effective and highly valuable by the participants of refresher courses.

Acknowledgments

The work is performed according to the Russian Government Program of Competitive Growth of Kazan Federal University.

References

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