ABNOTIVITY AS A CHARACTERISTIC OF PROFESSIONAL THINKING OF A TEACHER

Abstract

The article deals with psychological preparedness of teachers to work with gifted school students as an integral characteristic which is a combination of functional, operational and personality components. Teachers who successfully work with gifted school students are characterized by relationship between the structures of professionally important qualities (PIQ) and professionally important skills (PIS) and these structures complement each other. If teachers do not have high achievements in working with gifted school students, PIQ and PIS groups function separately, as two independent substructures. Comparative analysis of groups of teachers before and after training proved that their PIQ level has risen and the structure of their psychological preparedness has become plastic and flexible, thus enabling teachers to acquire new constructive kinds of activities leading to bigger success in working with gifted school students. None of the teachers working efficiently after training had low level of abnotivity. It has been proved that abnotivity as a teacher’s PIQ is a necessary quality for successful work with gifted school students. The article gives an author’s definition of abnotivity as a teacher’s ability for adequate perception, understanding and accepting school student’s creativity, for noticing a gifted school student and giving him the necessary support for the development of his creative potential through the construction of such an educational environment the conditions of which become a means of self-development of the student.