TEACHER’S ROLE IN THE PROCESS OF IDENTIFICATION AND CLASSROOM APPROACH OF GIFTED AND TALENTED EDUCATION IN GREAT BRITAIN

• І.Ф. Будз

  Stepan Demyanchuk International Economic and Humanities University

The article traces the formation of the role of coordinator for the identification of gifted and talented pupils and teachers in the identification process of gifted and talented in Great Britain. The problem of the classroom approach of teaching gifted and talented and its implementation by the teacher is examined in the research. The analysis of the activities of educational institutions that provide teachers’ training at the regional and district levels has been carried out, the tasks on which they work have been determined, the ways of their implementation through the program and research activities have been presented. The challenging times for gifted children, their parents and teachers offer a number of options in education sphere. We outlined that a great focus of identification activity is kept on educational efficiency and critical thinking of teachers and coordinators of gifted and talented. This article observes mandatory role of a teacher in formation of school register of gifted and talented schoolchildren, that informs about a socio-economic level of a family in which a child is brought up, his gender and ethnicity; giving schools the right to determine the number of gifted and talented schoolchildren considering increase of education standards for such pupils

• pdf