Introduction. The problem of talent in modern times is directly related to the rapidly changing new conditions and requirements in the world. According to the research scientist A.I. Savenkov, “In the system of reconstruction, the content of education is not in words, but it is necessary to solve problems at work, to individualize training (Savenkov, 2000: 107). A.K. Markova considers pedagogical activity as one of the components that form the basis of a teacher's professional competence, defines it as a teacher's professional activity, in which tasks are performed in training and education with the help of various means of influence (Markova, 2004: 252). A.A. Alizadeh takes individualization as one of the main conditions in the work of a teacher with gifted students and notes two forms of individual work with them: a) the student's work with the teacher, b) the student's work with sources of knowledge (Alizade, 2005).

Research on teachers' psychological training mechanisms in their professional activity related to training of gifted children were carried out with the help of content-analysis method. At this stage of the study, the categories of analysis were identified, their indicators were calculated, as well as the amount of each type of speech in each of the five-day sessions. In the first phase of the training course, each participant (106 people) was asked daily “What has changed for me in today's session?” The report on the topic was heard and notes were made.

Main Part. In the course of content analysis, four groups of categories were identified. The first group of the category expresses psychological concepts, changes in the personality of the teacher as a subject of pedagogical activity and communication, and the results of psychological training. That is why this group is called "Result". In the second group of the category, the teacher evaluates various aspects of the training process of the facilitator or personal training activity. This group is called Process. The third group of categories covers teachers' opinions about the course at the end of the session. That is why this group was called "Course". The fourth group of the category includes undifferentiated expressions. That is why the group was called the "Indifferent" group.

In the first stage of the learning experiment, a quantitative and qualitative analysis of the results was conducted for each of the content analysis categories (“Result”, “Process”, “Course”, “Indistinguishable”).

Eleven categories are included in the "Result" group. The first seven categories reflect emerging forms, while the others reflect changes in the structure of the teacher's personality.

Let's look at the division of labor in each category and its indicators:

1. Knowledge – an indicator of achieving new content, regardless of the expression of the subject's attitude:

- Increasing the amount of knowledge: ("I got a lot of information", "I realized my new creative potential", "I got the necessary knowledge about gifted children");

- Lack of attitude to the content, the desire to think again: ("I still do not understand what I was able to get, what I did not have", "I have no idea how to gain new knowledge", "I will re-analyze the material for myself in the future").

2. Positive subjective attitude to the content – an indicator of personal perception of the content of the lesson: – Positive assessment of the content of knowledge on the criteria of importance: ("Because theoretical information is important to me, I listened to them consistently", "I gained valuable practical knowledge"); – Positive assessment of the content of knowledge on the criteria of interest: ("I tried to learn something new and interesting for me", "I learned a lot of interesting things in the course"); – Confession of the answers to the questions: ("I found the answers to my questions in the deepest corner of my heart", "I got the answers to the questions that bothered me the most since my student years");

3. Negative subjective attitude to the content – an indicator of personal rejection of the content of the lessons: – Significance criteria: ("I think that there is no need to dwell on the information known to everyone for a long time", "I think that the first part of the lesson should be more specific. We are already familiar with the given materials, not terminology"); – Confession of disagreement with the content in the previous point of view formula: ("I agree with some cases, I do not agree with others at all", "Sometimes difficult questions show themselves, but they are easy to accept", "I will always confirm that every child is gifted", “I do not see a clear boundary between childhood and adolescence”);

4. Subjective attitude to the protection of technologies and the development of creative activity of students, as well as the indicator of specific technologies on the criteria of positive evaluation of technologies:

– Significance: ("You were able to correctly identify the direction and give a clear explanation of the material that is important to us", "A clear, complete and clear picture was obtained. Misunderstandings were eliminated. Today I clarified the following formula for myself:" Criticism is not looking for shortcomings, it is a search for more interesting and promising development ";" I am a family, emotional and child-loving person. I think this topic is closer to my character. I think it will be easier for me in practice ");

– Emotionality: ("I was very impressed by the materials related to the teacher's reaction", "I liked the method of work" Problem Dialogue", "I am grateful to you and I will use these materials in my work experience");

5. Persuasion – indicators of the need for independent results:

– Do not work with gifted children and support them or develop their creative activities: ("I come to the conclusion that gifted children must be helped. It is important to identify and develop their creative abilities"; "I was convinced that only I should work with gifted children");

– To apply specific technologies in terms of effectiveness: ("Listen patiently to all questions and give them specialized answers if possible"; "The course helped me to be confident in their work with gifted children. It also taught me to use special methods and techniques. Of course. "I preferred the 'problem dialogue' method," "I have come to the conclusion that it is more important to study the problem, even if it is difficult. This is where both I and my students feel satisfied");

– Work on yourself: ("In today's training I realized that I still have a lot to worry about. It's not enough to know. You have to feel in that situation, or it is impossible to work without it"; I realized that in the first days you have to try, make mistakes. You should be happy for a small success, you should not be discouraged by failure. Therefore, you should be more self-educated.

6. Learning motives and indicators of motivation for learning activities: – Motivation to participate in the lessons, to learn the problems of talent and creativity: ("I will participate in the lesson with great pleasure"; "I want to know more in order to help gifted children and parents"; "I feel a great need to learn this problem. I want to , to expand the acquired knowledge and use them on the spot in pedagogical activity ”); – Increased interest in the problems of talent and creativity: ("I have never been specifically involved in the problems of talent and creativity, but I knew about the existence of such children"; "After today's training I became very interested in this topic and it excited me" ; "My attitude to the lessons changed, they aroused great enthusiasm and interest in me"); – Questions about working with gifted children: ("Listening to the course, I had a lot of questions and I would like to get answers to them"; "Many questions arose in the class:" How to work with gifted children in the classroom? ").

7. Occupational motives – an indicator of the desire to act in the professional field: – to work: ("After this course, I have a great desire to go to children and parents with great enthusiasm, energy, to be a good mother and teacher"; "I have such an idea, but why and how to start work after the holidays?"); – working with gifted children: ("This course increased my desire to be active in relation to gifted children"; "From now on I will try to help more gifted children"); – to apply specific technologies: ("I would like to preserve creativity in children"; "I try to answer all children's questions correctly"; "My dream is never to give children a negative assessment", "I will teach parents to be creative in their children's activities let them react correctly", "I have a desire to use problem-based learning in my work"); – to apply theoretical knowledge in practice: ("I will try to follow these recommendations in your lessons and in extracurricular activities"; "If I can help a gifted child, it means that what you said is not in vain"; apply in practice ”); – Improving personal activity and communication: ("My desire to develop methodological skills and habits has shown itself"; "My desire to work better has increased").

8. Views – an indicator of changes in talent and creativity in the following areas: – Differentiation and systematization, different interpretation of the concepts of "prodigy", "ability", "talent" and "creativity": I am beginning to form notions about creativity ”); – Achieving a scientific basis: ("My intuitive position is that all children are different, which is scientifically proven"; "Now I can scientifically substantiate my views"); – Review: ("As a result of persuasions, I have changed the assessment of creative activities of gifted children"; "I do not agree with the idea that" all children are born gifted ").

9. Indicators of reconsideration of talent and creativity problems on the criteria of importance: – Subjective attitude to the problems of the course: ("In today's lesson I learned about the problems for myself, although they were not so important for me before"; the concepts of "talent", "prodigy" and "ability" are associated. I felt the need to obtain additional information, both theoretically and practically”).

10. Subjective attitude within the person – an indicator of re-evaluation of personal professional activity and communication:

– Re-evaluation: ("Attitude to my work has changed, I have reconsidered myself and my teaching career on the one hand. Now I am convinced that it will not be difficult for me to work with gifted children");

– Increased understanding and confidence: ("Increased confidence in my classmates at school and my son in the family, distrust and pessimism were eliminated", "Materials that help to develop my creative abilities once again confirmed the correctness of my behavior");

– Perception of shortcomings, self-criticism: ("I already know how to approach children's questions"; "Now I think that I have not always been able to keep my bad mood and anxiety away from a lot of questions. I did not know how to discourage children with this." "It is already clear that the main reason for my dissatisfaction with the lessons is the lack of scientific creativity and pedagogical activity").

11. Indicators of interpersonal subjective attitude: – re-evaluation of children's behavior ("I feel the need to re-understand my students"; "I now treat my students differently at school and my son at home", "My positive attitude towards children shows a positive effect on their behavior").

Table 1 shows the quality characteristics of the “Result” group categories in the five-day training course:

In Table 1, let's consider the indicators of the quality characteristics of the categories of the “Result” group: Indicator in the “Knowledge” category: I day – 18 points (“increase of knowledge” – 13 points, “lack of attitude to content” – 5 points); II day – 22 points (“increase of knowledge” – 19 points, “lack of attitude to content” – 3 points); Day III – 4 points (“increasing the amount of knowledge” – 3 points, “lack of attitude to the content” – 1 point); Day IV – 8 points ("increasing the amount of knowledge" – 6 points, "lack of attitude to the content" – 2 points); Day 5 – 6 points ("increase in the volume of knowledge" – 6 points, no points in the "lack of attitude to the content".

Indicator in the category “Positive subjective attitude to the content”: I day – 10 points (“positive assessment of the content of knowledge on the criteria of importance” – 5 points, “positive assessment of the content of knowledge on the criteria of interest” – 4 points, “recognition of answers to questions” – 4 points; Day 2 – 11 points ("Positive assessment of the content of knowledge on the criteria of importance" – 5 points, "Positive assessment of the content of knowledge on the criteria of interest" – 2 points, "Confession of answers to questions" – 4 points); Day 3 – 14 points ("On the criteria of importance" Positive assessment of the content of knowledge ”- 5 points,“ Positive assessment of the content of knowledge on the criteria of interest”- 5 points,“ Confession of answers to questions ”- 4 points); IV day – 15 points (“ Positive assessment of the content of knowledge on the criteria of importance ”- 9 points,“ Criteria of interest knowledge on n positive assessment of the content "-5 points", "recognition of the answers to the questions" -1 point); V day -6 points ("positive assessment of the content of knowledge on the criteria of importance" – 3 points, "positive assessment of the content of knowledge on the criteria of interest" -2 points, " Confession of answers ”-1 point).

Indicator in the category “Negative subjective attitude to the content”: – Day 1-7 points (“Significance criteria” – 4 points, “Confession of disagreement with the content in the previous point of view formula” – 3 points), Day II – 4 points (“Significance criteria” – 2 points, "Confession of disagreement with the content of the previous point of view formula" – 2 points), III day -2 points (no points were recorded in the "significance criteria", "Confession of disagreement with the content of the previous point of view formula" – 2 points), IV day -3 points (" Significance criteria” – 3 points,“ Confession of disagreement with the content in the previous point of view formula ”(no points were recorded), no score was recorded on the 5th day.

Indicator in the category “Subjective attitude to the protection of technologies and development of creative activity of students”: I day-1 point (“significance” -1 point, “emotional” no point was recorded); Day II -1 point ("significance" -1 point, "emotionality" no score was recorded); Day III – 25 points ("significance" – 16 points, "emotionality" – 9 points), Day IV – 26 points ("significance" – 19 points, "emotionality" – 7 points), Day 5 – 31 points ("significance" – 16 points, "emotionality" -9 points) were recorded.

Indicator in the category “Convincing if necessary”: Day 1 – 4 points (“working with gifted people” – 3 points, “applying technologies” – 1 point, “working on yourself” – no points); Day 2 – 3 points ("working with gifted" – 1 point, "applying technology" – 2 points, "working on yourself" – no points were recorded); III day -14 points (“Working with gifted people” – 3 points, “applying technologies” – 5 points, “working on yourself” – 6 points); Day IV – 8 points ("working with gifted" – 1 point, "applying technology" – 4 points, "working on yourself" – 3 points); Day 5 – 19 points ("working with talents" – 12 points, "applying technologies" – 5 points, "working on yourself" – 2 points).

Indicator in the category "Learning motives and motivation of learning activities": Day 1 – 33 points ("Motivation to participate in lessons, learning the problems of talent and creativity" -14 points, "Interest in talent and creativity" -12 points, "Questions about working with gifted children" -7 points ); Day II – 22 points ("Motivation to participate in classes, learning the problems of talent and creativity" – 3 points, "Interest in talent and creativity" – 7 points, "Questions about working with gifted children" – 12 points); III day – 4 points (“Motivation to participate in classes, study of talent and creativity problems” did not score, “interest in talent and creativity problems” – 3 points, “Questions about working with gifted children” – 1 point); Day IV – 1 point ("interest in talent and creativity" – 1 point, "desire to participate in lessons, learning the problems of talent and creativity" and "Questions about working with gifted children" – no points were recorded.

Indicator in the category "Professional motives": Day 1 – 4 points ("work", "work with gifted children", "application of specific technologies" – no score, "application of theoretical knowledge in practice" – 2 points, "personal activity and communication improvement ”-2 points); Day 2 – 4 points ("working with gifted children" – 1 point, "applying specific technologies" – 1 point, "applying theoretical knowledge to practice" – 2 points, "improving personal activity and communication" and "working" – no points were recorded ); Day 3 – 17 points ("work" – 1 point, "application of specific technologies" – 3 points, "application of theoretical knowledge in practice" – 8 points, "improvement of personal activity and communication" – 5 points, "work with gifted children" one point was not recorded); IV day – 29 points (work "- 5 points," work with gifted children "- 1 point," application of specific technologies "- 11 points," application of theoretical knowledge in practice "- 6 points," improvement of personal activity and communication "- 6 points); Day 5 – 35 points ("work" – 8 points, "work with gifted children" – 6 points, "application of specific technologies" – 5 points, "application of theoretical knowledge in practice" – 13 points, "improvement of personal activity and communication" – 3 points) was obtained.

Indicator in the category “Views”: I day – 19 points (“differentiation and systematization” -14 points, “justification” -2 points, “review” -3 points); II day 43 points (“differentiation and systematization” – 9 points, “justification ”- 25 points,“ review ”- 9 points); No points were recorded on day III; On day IV, no indicator was recorded in the “knowledge” category, only on day IV – 1 point was recorded in the “review”.

Indicator in the category "Attitude to the problems of the course": I day – 23 points, II day – 8 points, III-IV-V days no points were registered.

Indicator in the category “Subjective interpersonal relationships”: Day 1 – 2 points (no points were recorded in “new assessment” and “increased awareness and confidence”, only 2 points in “awareness of shortcomings, self-criticism”). Day 2 – 4 points ("re-evaluation" – 2 points and "increased awareness and confidence" – 2 points, "awareness of shortcomings, self-criticism" – no points). Day III – 26 points ("re-evaluation" – 10 points and "increased awareness and confidence" – 8 points, "awareness of shortcomings, self-criticism" – 8 points). Day 4 – 17 points ("revaluation" – 2 points and "increase in awareness and confidence" – 8 points, "awareness of shortcomings, self-criticism" – 7 points), day 5 – "points" ("revaluation" – 5 points and "increase in awareness and confidence" – 5 points, "Perception of shortcomings, self-criticism" – 1 point).

In the category "Interpersonal subjective relations" the indicator was registered: I day – 2 points, II day – 5 points, III day – 1 point, IV day – 1 point, V day – 3 points.

There are five categories in the Process group. This group presents teachers' assessments of various aspects of the training process. Let's look at these categories and their indicators

I – Evaluation of training activities.

1. Positive score on the criteria: – interest: (“It was interesting for me”, “Classes were interesting, attractive”); – easy to master: ("Unlike before, today's training was easy for me"; "Today's training was too easy for me"); – comprehension: ("Everything was clear and understandable to me", "Knowledge was interpreted in an understandable and open way"); – environment: (“It was a favorable and healthy environment”); -emotional: ("I felt great satisfaction from the lessons, I am in a very good mood", "I liked this day very much", "I am grateful to the lecturer for the lessons");

2. Negative score on the criteria: – interest: ("Today's lesson is very interesting"); – easy to master ("It's the hardest training day"); – understanding ("I do not understand everything"); – environment ("It is very difficult to work in a bad environment, at a low level of mental development"); – emotional ("The situation is very difficult, you do not even want to continue working").

II – Positive assessment of the lecturer on the criteria:

- Professionalism ("The training was held at a high scientific and emotional level");

- Emotional: ("You have made a great impression on me not only as an attractive person, but also as an intellectual"; "I bow before the great work done and the personal qualities of the lecturer").

III- Positive assessment of the lecturer's professional activity with the audience on the criteria: – guarantee of interests: ("The teacher spoke interesting, lively and attractive", "He was the only lecturer who gave a clear and understandable explanation of talent. Although I read books on this topic, I did not understand everything and did not accept everything"; I think that classes are held there”); – emotional: ("I liked the fact that the head of the class introduced himself patiently and discreetly. Such teachers are very much needed in the school"; "It is always important for teachers to learn and teach"); – The combination of the two: ("It's nice to listen to a lecturer with a choleric temperament, because it both inspires and attracts people"; "I really liked the course of the lecture, because the comments were consistent").

IV – Development of creative activity and evaluation of technologies applied by the lecturer (type of communication, problem-dialogic type of training).

1. Positive score on the criteria:

– Ensuring interest: (easy mastering / understanding / environment (“I was very interested in such problem-based learning, I would also like to deal with the problem of gifted children”; “Problem-based dialogue” helps to master new information ”;“ Informal communication "Tasks and problems clarify the theoretical part of the lessons with examples, motivate to understand the rules emotionally");

– Emotional: (“I was impressed by the lecturer's explanation of the materials”; “I liked the way the materials were interpreted”);

– Both together: ("A fairly light explanation of difficult materials, the skill of the lecturer, his/her ability to communicate closely with the audience, at the end of the lesson increased our interest in working with gifted children"; "I liked the behavior in the classroom"; I was especially impressed by the lecturer's willingness to communicate with the audience. ”

2. Negative attitude: (“Where are you taking us? You didn't tell us, how do you ask creative questions?”);

V – Positive score on the criteria:

– Ensuring simple mastering: / comprehension (“Logical and schematic construction of lessons helps us to master the materials well”; “Materials using tables and diagrams make the lesson easier and clearer”);

– Emotional: ("I was impressed by the consistent and logical approach to the materials", "I liked the consistent and accurate interpretation of my materials");

– Both in knowledge: ("I understood a lot from numerous repetitions and the results of your training"; "It is useful to use specific schemes at work, I will try to use this method");

Negative value: ("Detailed explanation is very tiring"; "Re-interpretation of this or that material or table is a little irritating").

The qualitative characteristics of the categories of the Process group were reflected in the five-day training course held in Table 2.

In Table 4, let's consider the indicators of quantitative characteristics of the categories of the group "Indistinguishable": "figurative and concise opinions" of the participants – I day – 2 points, II day – 2 points, III day – 5 points, IV day – 4 points, V day – It was evaluated with 2 points. The “single assessments” of the training participants were evaluated on the 1st day – 5 points, on the 2nd day – 7 points, on the 3rd day – 7 points, on the 4th day – 7 points, on the 5th day – 9 points.

In the first stage of the learning experiment, a quantitative and qualitative analysis of the results was conducted for each of the content analysis categories (“Result”, “Process”, “Course”, “Indistinguishable”). Taking into account the data, Table 5 describes the subgroup categories of the “Result” group in the theoretical part of the training course:

Taking into account the data, Table 5 describes the subgroup categories of the “Result” group in the theoretical part of the training course: