DEVELOPMENT OF SELF-MANAGEMENT AND SELF-DEVELOPMENT SKILLS IN GRADUATE STUDENTS: COACHING AND MENTORING IN THE CONDITIONS OF RESEARCH AND TEACHING PRACTICE AND PRACTICE IN THE PEDAGOGICAL WORKSHOP

Abstract

Summary. In the context of the reform of the higher education system, focused on the development of research autonomy, academic mobility and the ability to reflectively manage one's own career, the formation of self-management and self-development skills in third-level students is of particular relevance.

The purpose of the article is to analyze and substantiate the theoretical and methodological aspects of developing self-management and self-development skills in future Ph.Ds in the context of research and teaching practice and practice in a pedagogical workshop.

Research methods. In the course of the research, a set of methods was used to ensure a thorough study of the problem: analysis, generalization, systematization, and comparative analysis.

Results. The article reveals the conceptual foundations of coaching and mentoring as innovative forms of professional support for graduate students in the process of research and teaching practice and practice in a pedagogical workshop.

It is substantiated that coaching and mentoring, as facilitative strategies of interaction, create a safe space for identifying the potential of graduate students, supporting their internal motivation and developing purposeful professional activity.

The essential characteristics of coaching as a process of partnership interaction focused on achieving individual goals through the development of awareness, responsibility and reflection, as well as mentoring as a mentoring practice that combines the transfer of experience, support and modeling of professional competence are analyzed. It has been found that the effective combination of these two strategies in the structure of research and teaching practice allows graduate students not only to gain pedagogical and research experience, but also to learn to manage their own development in a changing academic environment.

Originality. The study systematizes coaching and mentoring methods, techniques and tools (GROW model, reflective journal, “balance wheel”, mentoring cases, etc.) that can be introduced into the educational process in postgraduate education and implemented during the research and teaching practice and practice in the pedagogical workshop. The didactic and psychological conditions for the successful implementation of coaching and mentoring are highlighted, including the personalization of educational support, support for emotional safety, development of academic integrity and facilitation of reflective and professional dialogue.

Conclusions and suggestions. It is concluded that coaching and mentoring are effective means not only for developing the professional competence of graduate students, but also for creating a new culture of academic cooperation, where personal growth, independence and responsibility are the priorities of the educational and scientific trajectory.