A METHODOLOGICAL MODEL FOR DEVELOPING FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL COMPETENCIES THROUGH PEDAGOGICAL COACHING

Abstract

This article proposes and substantiates a methodological model for developing future primary school teachers’ professional competencies in teacher education through pedagogical coaching. The model targets a set of key competencies required in contemporary primary education—methodological (instructional design and delivery), communicative, reflective, classroom management, and assessment competencies. Conceptually, pedagogical coaching is treated as a partnership (subject–subject) process that deepens awareness through powerful questioning, supports responsibility for improvement, and builds a culture of formative feedback. Methodologically, the study employs theoretical analysis of coaching and reflective-practice literature, modelling, and methodological design. As a management framework for coaching sessions, the GROW algorithm (Goal–Reality–Options–Will) is used to structure goal setting, situational diagnosis, option generation, and commitment to action. As a practice-oriented component, microteaching and video/observation-based analysis are integrated, enabling repeated cycles of planning, trial, evidence-based discussion, and refinement. To monitor competency dynamics, a concise lesson-analysis rubric, a question bank aligned to GROW stages, and reflective journal templates are offered. The proposed model provides actionable methodological guidance for systematically designing coaching sessions in higher education, defining observable competency indicators, and linking them to assessment criteria and feedback protocols.

Keywords

pedagogical coaching; teacher education; professional competence; GROW model; microteaching; lesson analysis; rubric; formative feedback; reflective practice; classroom management; assessment literacy.