Method of psychological diagnostics of students’ potential pedagogical giftedness

Statement of the problem. In connection with the recent situation of acute shortage of teaching staff at secondary schools of the Russian Federation, the issue of revising and reorganizing the career guidance system and a more thoughtful target selection of high school students to psychological and pedagogical classes, taking into account their psychological characteristics, inclinations and motivation, has become urgent. It is necessary to create a complex system of psychological and pedagogical diagnostics and support of potentially gifted in pedagogics students. The development of a method for diagnosing potential pedagogical giftedness will help to contribute to solving this problem. The purpose of the article is to develop a method for diagnosing potential pedagogical giftedness of scholars and to share the results of its approbation in a pilot study. The research methodology is based on the model of pedagogical giftedness presented in the works of T.N. Khrustaleva, E.I. Kazakova, E.Y. Ilaldinova, etc., resulting from which 2 blocks of characteristics of pedagogical giftedness were identified: universal components (creativity, intelligence, motivation for success) and special components (pedagogical abilities, communicative and organizational abilities). The methodical basis was made up from the materials of diagnostic questionnaires of giftedness by J. Renzuli, A. de Haan, G. Kaf, V.S. Yurkevich, A.A. Loseva and methods of diagnostics of communicative and organizational inclinations, empathy, emotional and social intelligence; as well as on the basis of our scientific works (Barkanova O.V.) on general issues of methodology for the study of potential giftedness. Research results. The method of psychological diagnostics of potential pedagogical giftedness of students has been developed and tested, a comparative analysis of the data obtained from self-diagnosis of students and external evaluation of students by teachers has been carried out; based on statistical analysis, an assessment of the internal consistency of the method indicators and the consistency of the evaluation by students and teachers has been made. Conclusion. The developed method makes it possible to contribute to solving the problem of career guidance diagnostics and selection of high school students to psychological and pedagogical classes, as well as the organization of psychological and pedagogical support for students who are potentially gifted in pedagogics.