의사소통 교육에서 코칭의 수사학 - <리더십과 의사소통> 교과 운영사례를 중심으로

Abstract

Now, the concept of “coaching” has expanded to not only in sports and business sector but in various fields of society. The philosophy, concept, and technique of coaching have been properly developed and applied to relevant areas of every field of society too. Basically the effect of education can be internalized through the mutual communication process between a teacher and a student or students by themselves. The 21st century education is alleged to bring up not a knowledge-giver but a knowledge-producer for problem-solving. It is important for them to build up attitudes like recognizing, studying, and examining problems. In that respect, this paper considers the role of teacher as a coach. Rather than giving a detailed answer through coaching techniques, a teacher needs to motivate students to find solutions out by themselves. In other words, like a coach, the teacher should not deliver his or her own knowledge, philosophy, and experiences to students one-sidedly but trust their potential, respect individual value, and create atmosphere and circumstances which enables students to solve problems by them. Coaching has more important meaning particularly in the communication education, because it could cultivate students’ thinking and expressivity. The communication education generally has smaller classes than other courses and its teaching subjects focus techniques which are required to communicate and persuade others; its educational method must be distinguished from other general courses to build up students’ practical capability.. In this sense, the teacher’s coaching role that guide and serve students would be crucial above all things. Thus, a research on coaching techniques and its rhetorical aspects which contributed to enhance students’ participation and communication in the liberal arts curriculum “leadership and communication” has conducted by this paper as a method of inductive case studies. In conclusion, the teacher’s coaching capacity is significant for encouraging students’ learning motive and getting favorable understandings and communication in the educational arena. The quintessential factors of coaching are simple, but to lead out a practical coaching, I found the fact that confidence to a teacher and a detailed communication process to draw students’ thinking are must be continuously conducted. It must be carried out step by step to improve students’ capability. It also has to be opportunity of development for them by voluntary participation and through the process of forming and delivering their ideas. Through the result of course evaluation, I found that coaching techniques like questioning, listening, feedback, and motivating play an important role in internalizing the subject of study to students Our future education should be stretched to this way; students cultivate their own thinking and promote their in-depth understandings and empathy to the world and others. To achieve this, communication education must be continued with a learner-centered teaching method on the premise of interactive communication. Beyond the mere role of information and knowledge giver, the teacher has to change its role to a learning facilitator and/or coach, so coaching rhetoric is very important in giving students learning motives.. With the subject “coaching”, this paper examines an important aspect of teacher’s role in active learning, which enables students to upgrade their own ability: think together with them about how to catch fish, rather than just give them caught fish.