EDUCATIONAL COACHING TECHNOLOGY IN THE SYSTEM OF TRAINING BACHELOR OF THERAPY AND REHABILITATION

In the article, the author defines and reveals the essence of the principles of educational coaching in the system of training bachelors of therapy and rehabilitation (personally-oriented interaction, partnership and trust, goal-setting and self-management, reflection and feedback, development of strengths and internal resources). The technology of educational coaching in the system of training bachelors of therapy and rehabilitation has been developed, which provides for the following stages: diagnostic-motivational, goal-setting, resource-activation, practical-implementation and reflective-evaluation stages. The diagnostic-motivational stage, aiming to identify the initial level of professional, emotional and motivational readiness of the student for learning within the coaching approach, provides primary self-diagnosis; determination of professional orientations, expectations and internal resources of the student; formation of the so-called coaching contract between the teacher and the student (partnership agreements on the goals, forms and rules of interaction). The goal-setting stage is aimed at supporting the student in the process of forming individual educational and professional goals that are meaningful, realistic and resource-supported and is implemented through active work with coaching questions (“What is important to you?”, “What do you see your career as in 5 years?”); defining short-term and long-term educational goals; drawing up a personal learning route. The resource-activation stage involves the actualization and mobilization of the student’s internal and external resources to achieve the set goals (identifying the student’s strengths, interests, experience; applying resource support techniques (visualization of results, SWOT analysis of personal potential, etc.); involving digital educational platforms, mentors, reflective groups). The practical-implementation stage ensures the integration of the acquired knowledge and resources into educational activities through active participation in projects, simulations, clinical practices (implementation of educational and practical tasks in accordance with the defined goals; work in the format of micro-coaching in practice (short sessions with a teacher-mentor); creation of a personal portfolio of educational achievements). The reflective-evaluation stage is aimed at evaluating the achieved results, understanding one's own development dynamics, and clarifying further steps in professional growth (conducting a coaching session with an analysis of achievements ("What was successful? Why? What can be improved?"); correction of the educational route; preparation of a final reflection in the form of an essay, report, video blog, digital portfolio, etc.).