ABSTRACT
This chapter outlines an empirical, participatory enquiry of coaching psychology in enquiry-based learning (EBL) in the context of secondary education. It briefly describes the overall research design and the main methodological approaches and procedures. The chapter presents three types of emerging evidence: the thematic, the narrative and the observational facets of coaching psychology for EBL. These types of evidence cover students' and teachers' experiences and perceptions of coaching and learning, the practical issues in implementing coaching, their learning stories, and the interactions between students and teachers as learning coaches. The chapter demonstrates the applicability of coaching psychology to facilitate secondary students' independent learning in EBL, and serves as a good example of how to conduct empirical research in the field of coaching psychology and education. It highlights the communication and interactions between the teachers and the students.
