Coaching approach in advanced training of foreign language teachers

Coaching approach in advanced training of foreign language teachers

Автор: Suvorova S.L., Khanin V.A.

Журнал: Вестник Южно-Уральского государственного университета. Серия: Образование. Педагогические науки @vestnik-susu-ped

Рубрика: Интернационализация образования. Образование в странах мира

Статья в выпуске: 4 т.14, 2022 года.

Бесплатный доступ

Systemic changes taking place at the present stage of the development of teacher training in the Russian Federation within the framework of the federal project “Teacher of the Future” of the national project “Education” affect the process of professional development of teachers, which is becoming more and more personalized and interdisciplinary oriented. The main ideas of the system of national teacher development are fixed in the regulatory legal documents that include the design and implementation of innovative training technologies for teachers in advanced training programs aimed at teachers’ continuing professional development. The purpose of the article is to substantiate the possibilities of the coaching approach and linguo-coaching in the system of continuing professional development of foreign language teachers. The authors analyzed and selected coaching techniques, developed a portfolio of coaching sessions to test them within the framework of the implementation of advanced training of foreign language teachers. The novelty of the study is that the portfolio of coaching sessions for teachers was designed and its effectiveness was proved. The practical result of the study is a set of selected coaching techniques, on the basis of which the portfolio of coaching sessions for foreign language teachers is formed. The results of the study can be used in the institutions of advanced teacher training.

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Coaching, coaching approach, linguo-coaching, self-coaching, coaching session, portfolio of coaching sessions, coaching techniques

Короткий адрес: https://sciup.org/147239433

IDR: 147239433   |   DOI: 10.14529/ped220407

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