Resumen de Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
Marco Catalán Urbina, Pedro Jurado de los Santos
Assuming the presence of the talented teacher in the field of teacher training implies determiningthe way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who arepostulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to theelection and admission to the career. The review of the specialized literature has led to the identification of sixgroups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional,cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three keydimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization ofeach of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementaryway, as well as discussing the need to find the most appropriate mechanisms to detect them and manage theirdevelopment in future teachers.
