Coaching in the activity of a teacher of a higher education institution: specifics, tools, difficulties of perception and use

Abstract

The article discusses coaching as an innovative technology of personally oriented training in the process of professional education of future specialists in social work, which is relevant and promising and meets the social risks of today. Coaching is characterized as a style of educational interaction, which makes it possible to justify its use as a pedagogical technology in the professional training of future social workers, since coaching and social work, as self-sufficient professional practices, are at the same time complementary to a certain extent, identical in terms of value and meaning contexts of their application, and precisely for the purpose of supporting a person in his life activities. The specific ways of applying coaching by teachers are revealed, as well as some potentially problematic points related to their perception of the essence of the coaching approach and the features of its inclusion in activities, in particular: the lack of a generally accepted definition of coaching, the difficulty of distinguishing it from other types of activities regarding the provision of support in difficult situations or focused on expanding human capabilities, the teacher’s awareness of his area of competence. The functions of a teacher who uses coaching techniques are highlighted, which include promoting awareness and accepting responsibility for solving a specific task, helping the student initiate and deepen reflection on the activity he is carrying out, helping the student eliminate internal obstacles to increase and realize his potential. The basic tools of coaching are defined: control, educational, developmental, open, effective (advancing) questions, as well as the ability to listen, the teacher’s role position, an individual approach in working with students.