The article reveals the essence of pedagogical coaching as an innovative educational technology, communicative partnership between participants in the educational process, which helps to increase the effectiveness of educational and professional-pedagogical activities. A description of the key competencies of a teacher-coach, which constitute the content of the coaching competence of a modern teacher, shows their importance for the democratization and humanization of the educational process.

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... essence and features of training and education in the coaching style are revealed. The peculiarities of training in the style of coaching and the prerequisites for its effectiveness are analyzed. An approximate algorithm of the teacher-coach's conversation with the student is given, which can be used for psychological and pedagogical support of the child's personality development. The necessity of development of key coaching competencies through the system of postgraduate pedagogical education is substantiated. Possibilities of development of key competencies of a teacher-coach are shown on the example of activity of author's creative workshop "Coaching technologies in education of schoolboys" which functioned in 2021 in the Lviv regional institute of postgraduate pedagogical education. On the basis of the analysis of results of work of participants of a creative workshop expediency of application of coaching approaches in scientific and methodical support of professional development of the teacher in system of advanced training of pedagogical workers is proved, the positive influence of the coaching style of interaction on the personal and professional development of the teacher, the level of his pedagogical skill is noted. Keywords: pedagogical coaching, teacher-coach, coaching competence of a teacher, key competencies of a teacher-coach, training and education in the style of coaching, coaching-style classes, coach-conversation, professional development, pedagogical skills, scientific and methodological support of professional development of a teacher. Постановка проблеми. Реформування освіти спонукає педагога опановувати нові ролі, однією з яких є роль педагога-коуча, яка зазначена у Концепції Нової української школи [1]. Відповідно, у системі післядипломної педагогічної освіти необхідно здійснювати просвітницьку діяльність щодо особливостей педагогічного коучингу, ключових компетенцій педагога-коуча, впроваджувати інноваційні технології науково-методичного супроводу професійного розвитку педагогів. Аналіз останніх досліджень і публікацій. Педагогічний коучинг досліджують С.М.Романова [6], Т.Ю. Чернова, І.С.Голіяд, О.А.Тіщук [5], О.О.Нежинська, В.М.Тименко [4 ] та ін. Зокрема, Т.Ю.Чернова дає визначення коучингової компетентності педагога, виділяє її головні компоненти. Проте