Abstract
The relevance of this research lies in the growing importance of effectively supporting gifted children in Kazakhstan. Professional teacher education in this field requires the integration of innovative approaches that meet current needs and global competition, emphasizing the development of unique human capital essential for national progress. This study aims to substantiate the need to create an innovative system for training pedagogical personnel to work with gifted children in Kazakhstan. The research objectives included defining key concepts and principles, analyzing international experience, assessing the effectiveness of teacher training and psychological-pedagogical support for gifted children, and developing an optimal model of an innovative training system with criteria for selecting and evaluating professional competencies. A comprehensive methodology combining theoretical and empirical methods was applied. The research revealed that the current system of teacher training in Kazakhstan cannot ensure the required competencies for working with gifted children, mainly due to insufficient professional training and the lack of specialized innovative programs in higher education. The research findings confirm the need to transit toward an innovative model of teacher education focused on developing specific competencies required for supporting gifted learners. A professional development model was designed, along with criteria for teacher selection and evaluation. This research expands knowledge in gifted education by emphasizing the creation of an effective innovative system for teacher training. Its practical significance lies in the potential use of the results and recommendations by educational authorities and pedagogical universities in developing and implementing new programs.