The use of coaching skills for better teaching and educational results

Abstract

The purpose of the article is to show how knowledge of coaching skills can help achieve the desired results in pedagogical practice faster and more efficiently. When coaching skills are known by a team of teachers, these teachers can offer each other support in personal and professional growth (collegial coaching). They do not necessarily have to be professional coaches. It is essential that the teacher acting as a coach uses specifically selected questions. These need to encourage their interlocutor to think and find their own solutions to achieve the goal. They must be open and nonsuggestive. In this way, the interlocutor will come up with solutions that they would have come to with a lot more difficulty or even not at all. Conversation, guided by coaching questions, can also help learners in the difficulties they encounter. It is important that the interlocutor wants to solve the problem, the challenge. The case study shows how to use coaching skills, especially coaching questions, in pedagogical practice.Svrha članka je pokazati kako poznavanje vještine coachinga može brže i učinkovitije doprinijeti željenim ishodima u obrazovnoj praksi. Ako tim učitelja posjeduje vještine coachinga onda oni mogu jedni drugima pružiti podršku u osobnom i profesionalnom razvoju (kolegijalni coaching). Ne moraju biti profesionalni coacheri, ali je ključno da učitelji koji djeluju kao coacheri koriste specifična pitanja. Oni trebaju potaknuti sugovornika na razmišljanje i pronalaženje vlastitih rješenja te put do cilja. U tu svrhu moraju biti otvoreni i bez sugestija. Na taj način sugovornici dolaze do rješenja koja bi inače smatrali teškim ili nemogućim. Razgovor vođen pitanjima učitelja također može pomoći učenicima u poteškoćama s kojima se susreću. Važno je da sugovornik pokaže volju da riješi problem, tj. izazov. Studija slučaja pokazuje kako koristiti vještine coachinga i to posebno pitanja coachinga u obrazovnoj praksi.Zweck dieser Arbeit ist zu zeigen wie Kenntnisse von Coaching-Fertigkeiten schneller und effektiver zu erwünschten Ergebnissen in der pädagogischen Praxis beitragen können. Wenn ein Team von Lehrern über Coaching-Kenntnisse verfügt, können diese Lehrer bei der persönlichen und professionellen Entwicklung einander Unterstützung bieten (kollegiales Coaching). Dazu müssen sie nicht professionelle Coaches sein, es ist jedoch entscheidend, dass der als Coach handelnde Lehrer spezifisch ausgewählte Fragen verwendet. Diese dienen dazu, ihren Gesprächspartner zum Nachdenken und Finden eigener Lösungen und Wege zum Ziel zu ermuntern. Zu diesem Zweck müssen die Fragen offen sein und keine Hinweise enthalten. Auf diese Weise gelangen die Gesprächspartner zu Lösungsmöglichkeiten, zu denen sie andernfalls nur schwer oder gar nicht gelangt wären. Mithilfe von Coaching-Fragen geführte Gespräche können Lernern ebenfalls bei möglichen Schwierigkeiten helfen. Wichtig ist, dass der Gesprächspartner den Willen zur Lösung des Problems, der Herausforderung zeigt. Die Fallstudie zeigt wie man Coaching-Fertigkeiten und insbesondere Coaching-Fragen in der pädagogischen Praxis einsetzt.