INTERNATIONAL PRACTICES IN GIFTED STUDENT DEVELOPMENT: ADAPTING FINNISH INTERNSHIP MODELS IN UZBEKISTAN

Special attention is given to how Finnish teacher training incorporates reflective practice, child-centered pedagogy, and an understanding of differentiated instruction. The research also highlights the role of autonomy and trust in the Finnish teaching profession, which enables educators to design flexible and personalized learning pathways for gifted students. Drawing from curriculum documents, teacher interviews, and comparative educational studies, the article provides insights into best practices and challenges in gifted education from a Finnish perspective. The findings offer useful implications for other countries seeking to balance excellence with equity in teacher preparation and student support systems.