DEVELOPING PROFESSIONAL COMPETENCIES OF PROSPECTIVE PRIMARY SCHOOL TEACHERS THROUGH PEDAGOGICAL COACHING
Abstract
This study investigates the role of pedagogical coaching in developing the professional competencies of prospective primary school teachers. An experimental approach based on the GROW model was employed, involving 30 participants. Diagnostic surveys were administered before and after the coaching sessions to evaluate changes in key competencies. The results indicate a significant improvement in participants’ ability to plan lessons, manage classroom environments, reflect critically, and set personal development goals. Coaching was found to enhance motivation, decision-making, and self-directed learning. The article presents a detailed analysis of the coaching methodology, its implementation process, and its positive effects on teacher training.
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