COACHING AS A PEDAGOGICAL AND PSYCHOLOGICAL PHENOMENON IN THE MODERN EDUCATIONAL ENVIRONMENT

Abstract

This coursework explores coaching as a pedagogical and psychological phenomenon in the modern educational environment. The relevance of this topic stems from the need to implement innovative educational technologies focused on student development, fostering autonomy, and improving learning effectiveness.

Coaching is viewed as an interdisciplinary phenomenon, combining principles of pedagogy and psychology. It is a collaborative process aimed at unlocking personal potential, developing awareness, and fostering self-regulation skills. As J. Auerbach notes, "coaching is a collaborative process that facilitates personal and professional growth" (Auerbach, 2014), emphasizing its focus on the learner's personal development.

This paper analyzes the main theoretical approaches to understanding coaching, its role in the educational process, and the psychological mechanisms underlying it, including motivation, reflection, and self-regulation. According to Carver and Scheier, "self-regulation involves setting goals and monitoring progress toward them" (Carver & Scheier, 2011), which is a key element of the coaching approach.

Attention is paid to the role of coaching in the development of emotional intelligence, which, according to D. Goleman, plays an important role in interpersonal interaction and learning effectiveness (Goleman, 2006).

Thus, the work substantiates the importance of coaching as an effective tool in educational practice, contributing to the formation of an active position of the student and the development of his personal and cognitive qualities.