SOe311 Support of Student's Self-development through Coaching Techniques

Faculty of Education
Spring 2025

The course is not taught in Spring 2025

Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
Mgr. Petr Svojanovský, Ph.D. (seminar tutor)
Mgr. Zdeněk Janík, M.A., Ph.D. (assistant)
Guaranteed by
Mgr. Petr Svojanovský, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Petr Svojanovský, Ph.D.
Supplier department: Department of Education – Faculty of Education
Course Enrolment Limitations
The course is offered to students of any study field.
Course objectives
During communication with a pupil (or pupils), assistant’s activity requires adopting specific roles (e.g. a mentor, counsellor, critical friend, etc.) including the role of a coach. This way of interaction enables the assistant to cultivate pupils’ reflective thinking, help pupils with different needs and culture backgrounds to clarify their place in a collective or their attitude towards the subject or to name their own personal aims and specific steps leading to their achievement. The aim of the course is to help students to acquire techniques that enable this pupil’s self-development. Students make themselves familiar with basic principles of coaching (e.g. principle of trust and confidentiality in relationship with a pupil) and with selected knowledge (e.g. typology of questions or principle of the GROW model), which are necessary for practical management of a dialogue with features of coaching. By means of practical training with classmates of different cultural backgrounds, students will acquire basic skills (e.g. listening, purposeful asking, guiding through reflective process etc.) and attitudes (esp. the so-called attitude of curiousness, i.e. accepting individuality and creative potential of each pupil), which enable them to positively influence their pupils’ development through a dialogue with features of coaching.
Learning outcomes
After completing the course, the student will: • demonstrate acquired knowledge, skills and attitudes during management of a dialogue focused on self-development with one of his/her pupils with different needs and culture backgrounds; • be able to explain, how to support pupils’ self-development effectively by means of coaching techniques – especially during individual work with a pupil, eventually also during group work (class work) or in other contexts of educational reality (e.g. communication with pupils’ parents).
Syllabus
  • 1. Pupil’s self-development, coaching in school practice, differentiation of coaching from other support forms, such as e.g. mentoring or therapy. 2. Making familiar with the GROW model, listening, curiousness attitude. 3. Work with aims (the SMART-ER model), contracting, and types of questions. 4. Guiding through the reflective process by means of the GROW model. 5. Training of dialogues focused on pupil’s self-development. 6. Demonstrating of acquired knowledge, skills, and attitudes during management of a coaching dialogue.
Literature
    required literature
  • Fletcher, S. J. & Mullen, C. A. (2012). SAGE Handbook of Mentoring and Coaching in Education. SAGE Publications.
  • Van Nieuwerburgh, C. (2017). Interculturally-sensitive coaching. In Bachkirova, T., Spence, G. & Drake, D. (Eds.), The Sage Handbook of Coaching (pp. 439–452). SAGE Publications.
  • Whitmore, J. (2017). Coaching for Performance: The principles and practice of high-performance leadership. Nicholas Brealey Publishing.
  • BENNETT, M. J. Becoming Interculturally Competent. Newton: Intercultural Resource Corporation, 2004. info
Teaching methods
Group discussion, Modeling, Work in small groups and pair, Reflection, Self-evaluation
Assessment methods
oral examination
Language of instruction
English
  • Permalink: https://is.muni.cz/course/ped/spring2025/SOe311