Coaching in the development of subjectivity of students in secondary vocational education: comparison of models

The purpose of the article is to compare the coaching and pedagogical (psychodidactic) models of developing the subjectivity of students in secondary vocational education. The author compares two models of development in the context of vocational education - V. I. Panov's “model of subjectivity formation” and the “goal achievement model” of the International Erickson University and draws parallels between the. Such comparison allows us to conclude that the process of vocational training is at the same time a process of developing the subjectivity of a future professional, and it can be considered as a process of achieving a goal in a coaching key. In turn, the processes of achieving goals in the system of professional education can be understood as separate stages of the process of becoming a subject of professional activity. In the case of using coaching methods in the conditions of the professional education system, we can also talk about project coaching, where the work is built in the sphere of multi-level processes, complex projects that are divided into separate small projects and tasks for a simpler and more understandable solution. The stages presented as a result of comparing the models of “becoming subjectivity” (V. I. Panov) and “achieving goals” (International Erickson University) are characteristic of both short and long-term projects. The author considers the process of professional development of the student (future professional) itself as a long-term project, and individual stages of professional training as a short project. Accordingly, coaching is advisable to use both in the subjectogenesis of a professional as a whole (defining long-term goals of professional education and development), and in working with individual projects of the educational process.