Development of pedagogical giftedness of students under the conditions of a posteriori model of professional training in HEIs

The article discusses the content of the concept of «pedagogical giftedness», highlights the motivational-need, cognitive and activity components in the structure of the qualities of the pedagogical giftedness of the future teacher, examines the content of the scientific and methodological support for the development of the pedagogical giftedness of the future teacher, presents the results of the implementation of the a posteriori model for improving the pedagogical giftedness of students. By diagnosing and analyzing quantitative and qualitative indicators that reflect the dynamics of the development of the qualities of pedagogical talent, the effectiveness of the practice-oriented content of the applied a posteriori model of the future teacher's professional training is shown. Direct support for the practical experience of learners, based on the mechanisms of cooperation, mentoring and pedagogical support, ensures that future teachers develop personally meaningful learning experiences. Practice-oriented development of the qualities of pedagogical giftedness makes it possible to significantly expand the practical experience of a future teacher through self-management of his/her educational activity in order to form those qualities that will allow to move confidently along the path of self-development and self-improvement in the pedagogical profession.