Концептуальные основы выявления, отбора и сопровождения педагогически одаренной молодежи

Introduction: the analysis of conceptual bases of teaching talent is presented in article in the context of quickly developing modern Russian pedagogical education. The authors have shown modern conditions that prioritize the tasks of work with pedagogically gifted schoolchildren and students of pedagogical specialties. The original author's concept of teaching talent is introduced, unlike other approaches the authors' emphasis is placed on understanding of giftedness as genetically caused component of abilities as a basis for identification and support. Materials and methods: the main methods of the conducted research is the analysis, synthesis and formalization, modeling, pedagogical design, the description of approaches and the principles of identification, selection and support of pedagogically gifted young people. Results: the structure of teaching talent is considered as difficult interaction of universal and special components, non-uniform on the internal contents. Conceptual bases of identification, selection and support of pedagogically gifted youth are stated. A methodological basis of identification, selection and support of pedagogically gifted youth is the unity of individual and personal, event - activity and system approaches. Practical opportunities of application of the main approaches presented in the article are proved by set of the complementary principles of work with pedagogically gifted students of schools and the universities. Discussion and Conclusions: the analysis of conceptual bases of identification, selection and support of pedagogically gifted youth makes prospect of a research, design and application of forms and methods of work with pedagogically gifted youth. The article targets the teachers of higher education institutions and schools, managers and tutors, who identify, select and support pedagogically gifted youth, as well as  organizers of and pedagogical classes at high comprehensive schools.