TEACHER’S ROLE IN THE PROCESS OF IDENTIFICATION AND CLASSROOM APPROACH OF GIFTED AND TALENTED EDUCATION IN GREAT BRITAIN

Abstract

The article traces the formation of the role of coordinator for the identification of gifted and talented pupils and teachers in the identification process of gifted and talented in Great Britain. The problem of the classroom approach of teaching gifted and talented and its implementation by the teacher is examined in the research. The analysis of the activities of educational institutions that provide teachers’ training at the regional and district levels has been carried out, the tasks on which they work have been determined, the ways of their implementation through the program and research activities have been presented.