2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2020-6-2-0-82049PSYCHOLOGY<strong>Experimental study of psychological mechanisms of teacher training&nbsp;in their professional activities related to the training of gifted children</strong><strong>Experimental study of psychological mechanisms of teacher training&nbsp;in their professional activities related to the training of gifted children</strong>HuseynovaZakia NamikovnaHuseynovaZakia Namikovnazekiyye.huseynova@gmail.com20206200

The scientific article explores the mechanisms of psychological training of teachers in professional activities related to the training of gifted children usingthe content-analysis method. The article is aimed at identifying the categories of analysis, the calcilation of their indicators, as well as the amount of each type of speech in each of the five-day sessions. In the course of the 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, the results of psychological training. In the second group of the category, the teacher assessed various aspects of the training process of the facilitator or personal training activity. The third group in the category covered teachers&#39; opinions about the course at the end of the session. The fourth group includes non-differentiated expressions. The division of labor into each category and its indicators were considered. In the first stage of the course, both theoretical and practical part of the analysis of the subgroup categories of the four groups was carried out, the results were summarized and reflected in the tables and diagrams. The second phase of the course was conducted after the classes, and materials on the development of students&#39; creative activity and the application of technology were obtained. The content analysis method was used in the experiment. Two main category groups have been identified in the application of content analysis. In the first group of categories psychological concepts are expressed. Some changes in the personality of the teacher as a subject of communication and pedagogical activity, as well as the results of training were characterized. In group II of the categories, the teacher&#39;s assessment of various aspects of personal learning activities and the &ldquo;Process&rdquo; group are presented. Quantitative and qualitative characteristics of the group categories indicated in the study (daily classes) are given in the research. At the end of the research, the author concludes that innovative processes in the modern education system require the teacher to improve his/her professional activity not only at the level of its methods and mechanisms, but also at the level of orientation and wealth values.

The scientific article explores the mechanisms of psychological training of teachers in professional activities related to the training of gifted children usingthe content-analysis method. The article is aimed at identifying the categories of analysis, the calcilation of their indicators, as well as the amount of each type of speech in each of the five-day sessions. In the course of the 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, the results of psychological training. In the second group of the category, the teacher assessed various aspects of the training process of the facilitator or personal training activity. The third group in the category covered teachers&#39; opinions about the course at the end of the session. The fourth group includes non-differentiated expressions. The division of labor into each category and its indicators were considered. In the first stage of the course, both theoretical and practical part of the analysis of the subgroup categories of the four groups was carried out, the results were summarized and reflected in the tables and diagrams. The second phase of the course was conducted after the classes, and materials on the development of students&#39; creative activity and the application of technology were obtained. The content analysis method was used in the experiment. Two main category groups have been identified in the application of content analysis. In the first group of categories psychological concepts are expressed. Some changes in the personality of the teacher as a subject of communication and pedagogical activity, as well as the results of training were characterized. In group II of the categories, the teacher&#39;s assessment of various aspects of personal learning activities and the &ldquo;Process&rdquo; group are presented. Quantitative and qualitative characteristics of the group categories indicated in the study (daily classes) are given in the research. At the end of the research, the author concludes that innovative processes in the modern education system require the teacher to improve his/her professional activity not only at the level of its methods and mechanisms, but also at the level of orientation and wealth values.

content analysis methodorientationmechanisms of psychological preparationsubjective criteriacreative activitycontent analysis methodorientationmechanisms of psychological preparationsubjective criteriacreative activityСписок литературыAliyeva, K.R. (2008), &ldquo;Basics of development of creative potential of the person&rdquo;, Psihologiya, 4, 75-84. (In Azerbaijani).Aliyev, B.H. and Cabbarov, R.V. (2008), Tahsilda shaxsiyyat problemi [Personality problem in education], Baku, Azerbaijan.Aliyev, B.H. and Baylarov, E.B. (2009), &ldquo;Differentiated training for gifted children&rdquo;, Psihologiya, 4, 3-10. (In Azerbaijani).Alizade, A.A. (2005), Istedadli ushaqlar. Psixopedaqozhi masalalar [Giftedchildren. Psychopedagogical issues], Baku, Azerbaijan.Aliyeva, S.B. (2012), Features of the teacher&#39;s work with gifted students, Pedagoji Universitet Xabarlari, 3, 285-288. (In Azerbaijani).Markova, A.K. (2004), Psihologija professionalizma [Psychology of professionalism], Moscow, Russia.Mizherikova, V.A. and Ermolenko, M.N. (2002), Vvedenie v pedagogicheskuju professiju. Uchebnoe posobie dlja studentov pedagogicheskih uchebnyh zavedenij [Introduction to the pedagogical profession. Textbook for students of pedagogical educational institutions], Pedagogicheskoe obshhestvo Rossii, Moscow, Russia.Savenkov, A.I. (2000), Odarennye deti v detskom sadu i shkole [Donated children in kindergarten and school: Textbook for student of higher pedagogical educational institutions], Akademija, Moscow, Russia.Sarsenbaeva, B.I. (2005), &ldquo;Psychological training of future teachers for professional activity&rdquo;, Pedagogika, 2, 47-54. (In Russian).Seregina, E.B. (2004), &ldquo;Formation of pedagogical style of the teacher as a condition of the organization of work with gifted children&rdquo;, Odarennyj rebenok, 3, 76-79. (In Russian).Taranosova, G.N. and Abramova, T.A. (2017), &ldquo;Improving the level of professional competence of teachers in the work with gifted children&rdquo;, Azimut na uchnyh issledovanij: pedagogika i psihologija, 6, 254-258. (In Russian).Fonarev, A.R. (2005), Psihologija stanovlenija lichnosti professionala [Psychology of the formation of a professional personality], NPO &laquo;MODJEK&raquo; Voronezh, Russia.Chirkovskaya, E.G. (2003), &ldquo;Personal and professional qualities of teachers working with gifted students&rdquo;, Odarennyj rebenok, 2, 62-65 (In Russian).Amanda G. (2015), Portrayal of Gifted Children in Children&rsquo;s Chapter Books, Chapel Hill, North Carolina, USA.Cross, T. L. (2009), &ldquo;Social and emotional development of gifted children: Straight talk&rdquo;, Gifted Child Today, 32 (2), 40.Hsieh, H.F. and Shannon, S.E. (2005), &ldquo;Three approaches to qualitative content analysis&rdquo;, Qualitative Health Research, 15 (9), 1277-1288.Iaquinta A. and Hipsky S. (2006), &ldquo;Practical bibliotherapy strategies for the inclusive elementary classroom&rdquo;, Early Childhood Education Journal, 34 (3), 209-213.Reis, S.M. and Renzulli, J.S. (2004), &ldquo;Current research on the social and emotional development of gifted and gifted students: Good news and future 40 possibilities&rdquo;, Psychologyin the Schools, 41 (1), 119-130.