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Professional preparation of english language teachers for gifted education in India: current status, challenges and future directions within educational reform context // Pedagogical Review. 2026. Issue 2 (66). P. 77-86

This article presents a comprehensive analysis of the current state of the system of professional training of future English teachers for work with gifted children in India in the context of educational reforms. The research aimed to identify main trends, problems and prospects of this process. The study employed methods of system analysis, including system-element, system-structural and systemfunctional approaches, as well as comparative analysis and content analysis of regulatory documents and scientific publications. Based on the analysis of the National Education Policy 2020 (NEP-2020) and programs of leading educational centers, four basic models of integrating the component of work with gifted students were identified: certification, integration, project-research and network models. Special attention is paid to the “Certificate Course in Education of Gifted and Talented Students” program of the University of Delhi and the activities of the National Institute of Advanced Studies (NIAS). The research revealed systemic challenges hindering the effective integration of this direction into India’s pedagogical education, including historical lack of national policy, socio-economic inequality, high class sizes, exam-centered curriculum and shortage of qualified staff. Content-related challenges were identified, such as the dominance of Western models of giftedness, poor development of subject-specific methods for English teachers, and the conflict between the traditional role of the teacher and the needs of gifted children. The theoretical significance of the research lies in the systematization of modern approaches to teacher training for work with gifted children in the Indian educational context. The practical value consists in developing recommendations for the Russian system of pedagogical education, including creating a flexible multi-level training system, adapting effective tools for identifying giftedness and developing competencies for tutorial support.

Keywords: India, gifted children, teacher training, English language, educational policy, pedagogical education, challenges, prospects