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The research interest to such phenomenon as giftedness has already been taken place in the discussions in some areas: anthropological about human nature, pedagogical about the interaction between bringing up, education and training of a gifted child, social about the circumstances of revealing of special abilities of children, psycological about nature, classification and sources of giftedness. On the base of theoretical-empirical methods of scientific research (theoretical analysis of philosophical, pedagogical, psychological, methodical, historical literature; content-analysis of normative-methodical documents, methods of comparison and classification) the following results of retrospective analysis of theories of giftedness. The stages in the development of the idea of giftedness and its fundamental distinctive definitions are highlighted, the methodical principles of theories of giftedness are defined, the necessity of working out the methodological basis of the process of continuous development of gifted children. The retrospective analysis of evolutional development of the theories of giftedness points out that their conceptual differences are based on different scientific theoretical and methodological researches, are determined by the dynamics of socio-political, economical and socio-cultural processes. On the other hand, the diversity of concepts is the consequence of versatility and difficulty of giftedness nature, impossibility to work out the general references and strategies of development for all its demonstrations. The giftedness is defined as gradually developing competence, performing as the basis of effective activity of the talented personality. The study, analysis and generalization of the main elements of the giftedness theories given in the works of Russian and foreign scientists, form the scientific platform for search and working out the scientific and practical methods of giftedness development aimed to find out and develop of potential and hidden opportunities of schoolchildren, aimed to individual accompaniment of their educational paths, aimed to formation of social motivation.

The article reports the findings of the pilot research that investigates the development and testing of a system of tools and methods employed for formation of organizational and managerial competence of a university teacher. The tool for organizational and managerial competence formation analyzed herein is the additional professional program, i.e. “Educational Programs Management”, implemented at the Center for the Development of Professional Competencies of Samara University. The program is aimed at the development of organizational and managerial competence components (value-motivational, cognitive, design, expert), formation of students' readiness for effective interaction in the course of design and implementation of competitive educational programs. Educational Programs Management includes four sections: Economics of education: analysis and control of the financial and economic activities of higher educational organizations; Educational program management; Economics of educational program; The quality and competitiveness of the educational program. The content of sections and subsections of the program, training methods, ensuring the development of indicators of value-motivational, cognitive, design and expert components, were selected with due respect to the structure of the organizational and managerial competence being formed. It has been revealed that it is reasonable to use the methods as follows: ways of positive motivation formation (productive learning environment; diversity and inclusion; professional and personal achievements and accomplishments, etc.); interactive teaching methods (role-playing and business games, discussions, brainstorming, case studies, trainings, etc.); methods for the development of personal educational environment (the use of personal experience of teachers, self-reflection, self-knowledge, etc.). The research has confirmed the efficiency of the developed system of tools and methods under study, which has been developed for formation of organizational and managerial competence of university teachers based on the growth of the self-esteem index of its components and changes in the dominant indicators.