ABSTRACT
This chapter demonstrates the significance in theory development as well as practical implications, and clarifies new perspectives of coaching psychology for learning in educational contexts. It begins with a brief recapitulation of initial intention and key questions regarding coaching and learning. The chapter links the purposes of empirical studies and questions to the main findings and arguments in order to revisit the existing debate and concisely indicate its highlights. It enumerates the implications in broader contexts and directions of future studies related to coaching psychology for learning. The chapter explores how coaching psychology could be used to facilitate students' learning, development and growth in education, particularly in formal educational systems. It establishes a new concept of educational coaching and originate a systems model with psychological depth. The chapter explores the concrete implications of coaching psychology for learning and it stresses students' and teachers' authentic accounts of their lived experiences.
