The series of board games PedClass as a tool for developing pedagogical giftedness in students enrolled in specialized pedagogical classes in high school

Abstract

One of the key priorities in the education system is the training of teaching staff. The uncertainty and multitasking of the modern world necessitate the search for means to develop highly qualified specialists for Russian schools. Schools need not only competent subject teachers but also proactive educators with advanced pedagogical skills. A universal technology that enhances engagement in activities is play. This paper presents a description and theoretical justification of an empirical study on the series of board games PedClass for the development of components of pedagogical giftedness of students in specialized pedagogical classes in high school. The article discusses various theories describing pedagogical giftedness as a psychological phenomenon. A theoretical analysis established that in the Russian psychological literature there are two approaches to pedagogical giftedness: the first approach considers pedagogical giftedness a characteristic of pedagogical mastery, or teacher excellence, while the second views it as the potential of an individual for productive teaching activity. This article understands pedagogical giftedness as a psychological prerequisite for the development of pedagogical skills, integrating universal and special components that provide a potential opportunity to achieve success in teaching. The universal components include creativity, activity, and a high level of cognitive development, while the special components include pedagogical, communicative, and organizational aptitudes, artistry, speech abilities, empathy, and interest in teaching. The article emphasizes the versatility and convenience of using a board game in the pedagogical process for the development of components of pedagogical giftedness. The article describes the results of an empirical study of the use of the ’s selfdesigned board game PedClass in specialized psychological and pedagogical track classes in high school. The study was conducted in the 2024–25 academic year on a sample of 23 tenth-grade students of a gymnasium. The empirical data were collected twice: before and after a series of board games. The findings showed a positive change in indicators of pedagogical giftedness. After participating in the game, respondents began to evaluate their abilities more critically, as game tasks involving activity, creativity, teamwork, and decision-making require real actions, albeit in a game situation. At the same time, the game retains an element of personal competition. The findings suggest that the PedClass series of board games is effective in achieving its goal. Its use helps to develop the components of pedagogical giftedness in specialized psychological and pedagogical classes.