Rethinking teacher education for gifted students: german experience and ukrainian perspectives
DOI:
https://doi.org/10.33216/2220-6310/2026-112-1-70-81Keywords:
giftedness, talent development, teacher education, Leistung macht Schule (LemaS), Munich Model of Giftedness, Actiotope Model, underachievement, inclusive education, Ukraine, GermanyAbstract
This theoretical and comparative review examines contemporary approaches to teacher preparation for giftedness and talent development. It traces the conceptual evolution from psychometric selection models to dynamic, inclusive, and systemic concepts of talent development (J. Renzulli, R. Sternberg, A. Ziegler & H. Stoeger, K. Heller & C. Perleth). Particular attention is paid to Germany’s experience, specifically the federal-state initiative “Leistung macht Schule” (LemaS) and the Karg-Stiftung projects, including the William Stern Programme, which together illustrate a shift from a pedagogy of selection to a pedagogy of potential development within mainstream schools. These findings are contextualised within Ukrainian wartime realities, highlighting the risk of hidden underachievement caused by stress, trauma, and displacement. The study argues for the complementary nature of international and Ukrainian educational practices, identifying the Junior Academy of Sciences of Ukraine, the national contest and olympiad movement, and crisis-driven adaptive digital practices as valuable contributions to the global discourse on talent development. Strategic directions for rethinking teacher education in Ukraine are outlined, focusing on diagnostic competence, support for self-regulated learning, and the identification of untapped potential under adverse conditions.
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