ACADEMIC COACHING: THE CONCEPT AND ESSENCE OF ACTIVITY

Abstract

The article provides a theoretical analysis of the essence of the concept of “academic coaching,” highlights the targets of the coach in education, and outlines the prospects for the application of academic coaching technology in domestic higher education institutions. There is a brief theoretical overview of current English and Ukrainian scientific papers on the research topic. The essence of the concepts — coaching, coaching in education, educational coaching, and academic coaching — has been examined. A significant distinction between coaching and mentoring related to the concept of “knowledge transfer” has been found. Mentoring involves knowledge and experience transfer from a more experienced participant in pedagogical interaction to a less experienced participant, whereas coaching entails the student’s self-knowledge in order to reveal their inner potential. It has been established that coaching is a specific dialogical and praxeological method of teaching aimed at personal and/or professional development in which the person receives psychological and behavioral assistance needed to achieve specific goals in various spheres of life, thanks to the support provided by the coach. Academic coaching is concluded to be a pedagogical technology whose purpose is to assist students in achieving their educational goals, increasing productivity, and improving educational outcomes through the disclosure of their inner personal potential, which allows them to choose their own ways to solve academic problems. The successful application of academic coaching technologies in US postsecondary education institutions, in particular the Academic Success Centers, has been emphasized. The study has highlighted the importance of conducting a thorough examination of the pedagogical and psychological foundations of academic coaching in order to determine the pedagogical conditions for the implementation of this technology in domestic educational practice.

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