THE PEDAGOGICAL AND PSYCHOLOGICAL ESSENCE OF COACHING-BASED TRAINING IN UPBRINGING AND ITS SIGNIFICANCE IN THE MODERN EDUCATION SYSTEM

This thesis examines the pedagogical and psychological essence of coaching-based training in the educational and upbringing process, its historical development, goals and objectives, fundamental principles, methods and techniques, as well as its significance in the modern education and upbringing system. The paper substantiates that the main essence of coaching-based training is not to determine ready-made decisions and solutions for an individual, but rather to facilitate the individual’s awareness of personal resources, clarification of goals, analysis of the causes of existing problems, and independent development of a practical action plan. The thesis also explores the relationship between coaching-based training and Timothy Gallwey’s concept of the “Inner Game,” Carl Rogers’ person-centered approach, and Marshall Goldsmith’s future-oriented feedback concept. In addition, the educational potential of methods and techniques such as powerful questioning, active listening, reflection, goal setting, generating alternatives, identifying resources, action planning, scaling, the “miracle question,” identifying exceptions, reframing, and “looking back from the future” is analyzed. The practical significance of coaching-based approaches is also demonstrated through examples from the Japanese education system, particularly Tokkatsu and reflective educational activities.