Study of pedagogical abilities and strategy for the formation of pedagogical giftedness
The article deals with the problem of pedagogical abilities. It should be noted that in foreign psychology it was not popular. It does not mean that the qualities necessary for the successful work of a teacher were not studied by foreign psychologists, since work on this topic in accordance with cultural traditions belonged to other sections of psychological science (pedagogical knowledge, pedagogical creativity, metacognitive abilities of a teacher, ability management, professional capital of a teacher, etc.). In the article, it is interpreted as the result of the absence of a satisfying psychologist theory of ability. It is stated that in domestic psychology the problem was investigated in the second half of the twentieth century, based on the understanding of abilities formulated by B. M. Teplov in the 1940s. Studies of pedagogical abilities in line with the Teplov concept led to the fact that a crisis arose in the study of pedagogical abilities. The result of the crisis was the switching of most authors to the study of pedagogical activity and the rejection of the understanding of pedagogical abilities as a working concept. Currently, the situation has changed, since a modern theory of abilities has appeared, developed by V. D. Shadrikov. The article shows the advantages of the new theory of abilities, identifies the prospects for its study in the framework of the new approach. The problem of the formation of pedagogical giftedness is discussed. The point of view is justified, according to which the formation of pedagogical giftedness should be started from the upper, personal level. Possible procedures are discussed, which are advisable to use to form future teachers of pedagogical giftedness.