The new concept of higher education involves the use of methods aimed at the most complete disclosure of the student’s personality, encouraging him to actively and creatively master the profession, developing the ability to use his own resources in achieving professional mastery and social success. The time of serious changes in the development of all spheres of human existence increases the role of the human individual as a subject of activity, capable of self-realization in the conditions of intense competition in the professional labor market. In accordance with the specified criteria for choosing a profession, the future specialist will need support from people who immerse him in the specifics of this type of work, which is usually considered as a system of measures aimed at increasing professional and personal growth, as well as leading to a high level of development of professional competence. This support can be provided by coaching, which is one of the most effective technologies in modern education. Coaching is a fundamentally new direction in the practice of higher education, which is based on a specially organized interaction between a teacher and a student to reveal his inner potential, develop and improve the competencies necessary for future professional activity.

Coaching gained great popularity at the turn of the 20th and 21st centuries, entering various spheres of human activity, including the field of education.

Coaching is a method of revealing a person’s potential, in the process of which a person called a coach helps the interlocutor achieve a certain life or professional goal in a collaborative relationship. This is a special way of partner interaction with another person, helping him to identify needs and determine a value system, master new ways of thinking and behavior, reveal his potential, competently set and achieve current personal and professional goals based on available resources [1].

Coaching as a modern teaching technology has become accessible and has already proven its effectiveness. It seems promising to develop professional relationships between a specialist in teaching foreign languages, a coach, a foreign language teacher, and a student, consisting of supporting and accompanying the student until he achieves the necessary result in learning a foreign language in accordance with the requirements of the latter. The main difference between coaching and traditional forms of teaching is the focus on the internal potential of the student. This approach assumes a partnership between the teacher and the student, unlike the traditional learning process, which assumes a certain hierarchy of relationships. Since the coaching process involves searching for an internal resource to achieve the set task, a personality-oriented method is used [2].

Coaching has a clearly task-oriented nature, that is, it is about acquiring knowledge and skills that lead to a specific goal. It should be noted that the transfer of experience or coaching to a new object and in new conditions requires not a blind or mechanical transfer, but its adaptation to the specifics of this object. In higher education, the coach’s goal is to help the student learn, change and achieve goals (process); the student’s goal is to solve specific problems and achieve the set goals (process and result) [3].

Tasks that coaching solves:

• helps the student broaden their horizons, look at the problem more fully;
• helps the student solve the problem with their own hands;
• the student develops skills that will allow them to solve a similar problem on their own.

American coach, author of books on improving personal and professional effectiveness Timothy Gallwey proposed the “effectiveness formula”, which shows how the effectiveness of a coach’s work is formed: Effectiveness=Potential–Obstacle.

That is, to achieve the set goals, it is necessary to do the following:

Achieve maximization of personal potential, i.e., discover the best qualities in yourself and be able to effectively use them, increasing the number of skills as needed.

Reduce to zero obstacles, both internal (stereotypes, fears, phobias, etc.) and external (unfavorable environment, conflicts in the team, etc.) [4].

It should be noted that the essence of coaching technology is individual training of a person to achieve both theoretical and practical professional goals that are significant for him, to increase the effectiveness of personal growth planning, to mobilize internal potential, to develop the necessary abilities and skills, to develop advanced strategies for obtaining results. To achieve the goals set in coaching, scientifically proven methods, personal growth techniques and practical experience are used. When working with students, all methods used in coaching should be aimed primarily at focusing the student’s attention on a targeted action and encouraging him to perform this action, having received from this either some kind of finished solution scheme or some kind of conclusion on the problem being studied. This is a process of self-development that gives a clear idea of ​​who they are, what they do, what they strive for and why they strive for it. It should be noted that no other teaching method takes into account a person’s personal history, allowing him to rely on his best qualities. Of course, the coaching method is based on partnership interaction, in this case the interaction of the teacher and the student, that is, the interaction should be equal, equal in terms of communication. This method promotes the development of new abilities and skills of the student, which increase his effectiveness as a researcher and mobilize his inner potential. The basis of good coaching in the process of training and education is the so-called “cultivation of a thirst for knowledge, for research activities” and a sense of responsibility both to oneself and to society as a whole. Therefore, one of the main goals of coaching is to teach the student to think critically, create new things and do them well [5].

The coach plays a huge role in the effectiveness of coaching. The so-called founder of coaching, Thomas Leonard, identified three components of the usefulness of a coach:

• The skills and abilities of the coach, both in life in general and in a specific area. That is, he must have extensive knowledge of the area in which he offers coaching, be it professional training, career development, and much more. Moreover, it is not so much theoretical as practical training on this issue that is important.
• The skills of the coach in coaching itself. If you have professional knowledge and skills, then you can be a consultant. And to be a coach, you must have skills that will help the client quickly achieve their goal, first with your help, and then independently.
• The personal qualities of the coach. If the coach himself is a living example of what he teaches, he will be useful. Important qualities of a coach include: patience, an open-minded attitude, support, interest, listening skills, understanding, attention.

There are various strategies for coaching. The most famous model is “Who – What – How”:

• “Who”: the student, his goals, needs, strengths and weaknesses, skills, fears, etc.
• “What”: the student’s goals, tasks, dreams, what I can’t give up, etc.
• “How”: how to achieve this, methods, strategies, techniques, skills, technologies, etc.

Another model is “focus – cooperation – observation”. It is also used in the educational process:

• “Focus”: the coach and student focus on a topic or problem.
• “Cooperation”: they study this topic or problem together in theory and practice.
• “Observation”: carefully studying what is happening.

If the desired result is not achieved in the end, then for the coach and the student it is simply an exit to a new level. The main thing is to continue to study, act and observe.

The person-oriented method, which is coaching, involves the use of open questions “What – How – Why”.

The coach does not tell the student what to do, but by asking heuristic questions, allows the student to come to the need to complete the training tasks himself. In addition, such an individual approach is aimed at identifying the student’s existing working strategies for achieving the set goal. For example, the student may have already used the technique of memorizing new words with the help of cards to study another foreign language earlier. If the technique led to the result earlier than planned, it is advisable to use it again.

This technology, unlike traditional methods of organizing students’ educational activities, does not force them to follow the teacher, adopt his knowledge and experience, but, on the contrary, helps students and teachers themselves to discover internal resources for developing their own personality, and fosters a readiness for change [6].

So, coaching emphasizes the principle of awareness of responsibility and self-confidence. This principle is the essence of human development and the effectiveness of training.