ABSTRACT
This chapter focuses on the integrated psychological model and language framework of coaching psychology for learning in order to scrutinise its relational and discursive aspects. Drawn from the empirical evidence and psychological theories of interpersonal relationships, the psychological model demonstrates a co-learning process between coach and learner. The chapter illustrates the psychological and discursive aspects of educational coaching as a living system in a greater depth. It addresses key pedagogical themes such as learning relationships, agency, identity and knowledge construction. The chapter offers a bold invitation for coaches and learners to be positive, efficient, authentic and transformative in the co-learning process. The concept of 'educational coaching' emerges from the exploration that focuses on facilitating the growth and development of individuals in formal education. It is widely accepted that coach and learner have important physiological and psychological needs that are prerequisites to effective coaching.
