Реалізація коучингового підходу в професійній підготовці майбутнього педагога: аспект рефлексіогенезу

Abstract

The article examines the essence and structure of the coaching approach, which contains conceptual (related to the interpretation of the «coaching» phenomenon, its types and principles) and technological (implies the introduction of coaching techniques in the process of forming reflective competence of future teacher) components. The essence and structure of the reflexive competence of future teacher, which is the meta-competence of an individual, which contains motivational-value (a set of motives, attitudes, value attitudes towards reflective activity); cognitive (reflective knowledge, concepts and ideas) and operational-activity (a set of reflective skills) components, has been revealed. The logic and directions of reflexiogenesis as the process of gradual development of the components of reflective competence in the direction of their complication and range expansion of implementation of pedagogical reflection various types (personal, intellectual, communicative, cooperative) have been analysed. It has been proved that the motivational aspects of reflective competence are transformed in the direction of: motives, needs for reflective activity, reflective attitude, value attitude towards reflection. The cognitive and operational components of reflective competence are changing in the direction of expanding knowledge and skills that reflect personal, intellectual types of reflection – knowledge and skills related to cooperative and communicative reflection.