TEACHING TALENT AND TEACHING INTELLECT: THEORETICAL AND APPLIED APPROACHES DESIGN

Introduction: the article deals with current problems of teaching talent and teaching intelligence. A review of the main foreign psychological concepts of giftedness is presented (the concept of “intellectual threshold” is a triad concept of giftedness, a five-factor psychosocial model of giftedness, etc.), different approaches to understanding the structure of this phenomenon are analyzed. The theoretical concepts of giftedness of domestic researchers are discussed in the context of the psychology of intelligence and the psychology of creativity: the working concept of giftedness, the theory of intellectual giftedness, the dynamic theory of giftedness, etc.). The national concept of teaching talent of schoolchildren is analyzed from the point of view of the authors' understanding of the psychological content and dynamics of the development of teaching talent in the age aspect.

Materials and methods: the main methods of the research are the analysis of the literature, formalization and modeling, psychological and pedagogical design of theoretical and applied approaches to the description of the phenomenons of teaching talent and teaching intelligence.

Results: the author's understanding of teaching talent as a psychological prerequisite for the development of pedagogical abilities and teaching intelligence is proposed, its structure and content of its components are determined. The variable range of manifestations of universal structural components (creativity, activity, level of development of cognitive processes) and special structural components (pedagogical, communicative and organizational tendencies, artistry, speech abilities, empathy, interest in teaching activity) teaching talent are described. A brief overview of the key modern psychological theories of intelligence, including plural, emotional, creative, practical intelligence is given. Some domestic studies are analyzed, in particular the structural-dynamic theory of social intelligence. A teaching intelligence construct is introduced that meets the modern principles of scientific knowledge: inter-paradigm, the search for new generalizations based on the study of the history of the problem and the requirements of new approaches. The author's understanding of teaching intelligence as an integrative individual psychological personality characteristic is formulated. A five-factor structure of teaching intellect is presented, including cognitive intelligence, creative intelligence, practical intelligence, emotional and social intelligence.

Discussion and Conclusions: the definition of theoretical and applied approaches to describing the phenomenons of teaching talent and teaching intelligence is the basis for developing the conceptual framework for identifying and accompanying pedagogically gifted youth. The prospect of the study is the development of instruments for diagnosing and monitoring the effectiveness of work on supporting pedagogically gifted young people at all stages of the life cycle of the teaching profession. The article is addressed to a wide range of specialists involved in the work of supporting gifted children and pedagogically gifted youth - schoolchildren, applicants, students and graduates of pedagogical universities. 

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