GROW COACHING MODEL: ESSENTIAL CHARACTERISTICS AND POSSIBILITIES OF USE IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS

  • Savchuk B. P. Vasyl Stefanyk Precarpathian National University
  • Slyusarenko N. V. Kherson State University
  • Yehorova I. V. Vasyl Stefanyk Precarpathian National University
DOI: https://doi.org/10.37915/pa.vi51.350
Keywords: coaching, coaching tools, pedagogical model, GROW model, educational process, higher education institution, professional training of future specialists, self-coaching.

Abstract

The article clarifies the versions of the origin and carries out an essential structural characteristic of the GROW coaching model in the context of approaches and opportunities for its use in the organization of the educational process in higher education institutions. The article presents well-founded and established definitions of the concepts of «model», «modelling» and «pedagogical modelling» in Ukrainian pedagogical science and it is shown that, in the main parameters, their definitions coincide with the interpretation of coaching modelling in foreign professional literature. Based on its objective analysis, the problem of the origin of the name of the GROW model, its evolution and the main interpretation options are revealed (J. Whitmore, M. Landsberg, G. Alexander, A. Fine, M. Rebecca and others).
We have carried out a comprehensive characterization of the main components and stages of the GROW model implementation. We clarified its basic parameters, which determine a purposeful progressive process, during which the teacher-coach helps the coachee (the person being taught) to clearly formulate a meaningful goal; analyze the current situation objectively; to look for ways to achieve the set goals and to overcome possible obstacles that will prevent it; to develop a detailed plan of action on this basis and mobilize the will and other individual resources for its implementation. The article compares the «classical», the most common and other modified versions of the GROW model, which are implemented in certain social spheres and for solving specific tasks in the field of education.
The work focuses on the significance and potential of using the GROW model in the system of professional training of future specialists in higher education. This is manifested in the creation of opportunities for independent determination of priority goals, motivation to achieve them, and the formation of readiness to overcome possible obstacles on this path.

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Author Biographies

Savchuk B. P., Vasyl Stefanyk Precarpathian National University

Doctor of Historical Sciences, Professor, Professor of the Department of Pedagogy and Educational Management

Slyusarenko N. V., Kherson State University

Doctor of Pedagogical Sciences, Professor, Professor of the Department of Pedagogy, Psychology and Educational Management Named after Prof. E. Petuhova

Yehorova I. V., Vasyl Stefanyk Precarpathian National University

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Pedagogy and Educational Management named after Bohdan Stuparyk

Published
2022-02-09
How to Cite
Savchuk B. P., Slyusarenko N. V., & Yehorova I. V. (2022). GROW COACHING MODEL: ESSENTIAL CHARACTERISTICS AND POSSIBILITIES OF USE IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS. PEDAGOGICAL ALMANAC, (51), 57-63. https://doi.org/10.37915/pa.vi51.350
Issue
No. 51 (2022): Pedagogical almanac: Proceedings
Section
THEORY AND METHODICS OF ORGANISATION OF PROFESSIONAL STUDIES

 

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