Abstract
A key precondition for quality support for exceptionally gifted pupils in schools is the preparation of teachers to work with them. However, it is necessary to implement this in the wider context of preparing students for inclusive classroom work during the whole period of study.
The paper gives insight into the preparation of primary school teacher students at the Pedagogical Faculty of Charles University in Prague. The development of the model, which aims at gradual systematic building of competences of future teachers within the constructivist concept of teaching, emphasizes the functional linking of theory and practice.
Particular attention is paid to those learning situations, tasks and methods that prove to be effective in developing students' knowledge, skills and attitudes, and we therefore consider them inspiring.