The article is devoted to the study of the prospects of future teacher's preparation - teachers of the 21st century to work with gifted children during their studies in university, during the vocational pedagogical practice in the lyceum-university system. Future teachers need for pedagogical education in general remains relevant until the end of the university, almost all students associate their lives with educational activities in the subjects of the natural science cycle, in the future become excellent teachers. Education in the pedagogical field includes the practice of students in general education institutions, namely in schools, grammar schools and lyceums, from the first year to the pre-graduate practice in the fourth year. The relevance of the study of this problem is due to the fact that questions remain on the training of teachers, namely, on the conduct of the practice of students in the conditions of identification and accompanying, gifted children to the lyceum-university system. The purpose of the study is to determine the prospect of preparing 21 teachers of the 19th century to work with gifted students. The study, conducted for four years, from 2016 to 2020, involved a group of students - future teachers from the first to the fourth (110 students). For this purpose, a plan has been developed for the interaction of students with gifted children in the educational process during pedagogical practice; The role of teachers-mentors and teachers of the Department of Chemical Education is justified; Analysis and self-analysis of lessons learned and organized; Performance was tested experimentally.

teacher training, pedagogical (production) practice, teacher-mentor, university teacher, gifted children, 21st century teacher.