Coaching Methods In Teaching Self-Cognition And Enhancing Methodical Competencies Of Teachers

Abstract

Since the school subject of Self-Cognition in Kazakhstan is aimed at developing moral values and attitudes in students, students can take advantage of the use coaching methods in teaching to deepen and enrich the semantic perception of universal human values. Research questions: What coaching methods can be used in teaching Self-Cognition? What coaching bases and methods can enhance methodical competencies in university students? How methodical competencies of preservice teaching can be enhanced with the help of the coaching approach? The purpose of this research is to integrate the coaching approach with the methods in Self-Cognition teaching and to design a coaching program for the enhancement of methodical competencies of students - preservice teachers. The basis of integration of Self-Cognition provisions and the coaching approach is the humanistic position: H-concept of coaching, 5 principles of coaching. Coaching methods: scaling, Windows of Values, open-ended questions in transformational conversations, the Wheel Method and others can be used to enrich and enhance the methodical competencies in teaching Self-Cognition. In addition to coaching methods, coaching techniques have been used, such as tones in teaching; three levels of listening for enhancement of teaching skills of students. A coaching program consisting of 5 themes has been developed, and conducted in the form of lectures and workshops for students. Following the workshop, the students showed high level of methodical competencies, 46% - middle level, and 17% - low level. Methodical framework for the use of coaching approach in teaching Self-Cognition has been developed for teachers.