摘要：AbstractCoaching psychology has been increasingly used in the discourse of education. However there has been no research systematically looking at how coaching can make difference to the knowledge construction process and learning power development in secondary students. The current study aims to understand the nature of ‘coaching for learning’ in terms of coaching relationships and communication between secondary school students and teachers, and to investigate how the implementation of coaching strategies in enquiry-based learning would influence the development of students’ positive learning dispositions and their identities as learners. The exploratory case study involved a UK mainstream secondary school during the academic year 2010/2011.The students participated in three phases of enquiry-based learning facilitated by teachers who were specifically trained to be coaches. The study employed a qualitative-driven mixed method approach. Semi-structured and narrative interviews, focus group and classroom observations were conducted with two teachers and 30 students. Teachers’ plans and students’ enquiry products were collected in the three phases. The qualitative data was thematically analysed. Quantitative data was collected by Engagement Surveys and the Effective Lifelong Learning Inventory before and after the intervention and was statistically analysed by SPSS. The qualitative findings showed that coaching for learning is a complex process in which teachers and students moved along different modes of coaching relationships. Significant increases in students’ independence, learning relationships, confidence, autonomy and awareness of learning identities were noticed. The quantitative result showed that there were increases in critical curiosity, meaning making, creativity, learning relationships and learning engagement. It could be concluded that coaching for learning is different from life coaching or executive coaching. The implementation of coaching psychology is important for students’ learning power development and identity formation by facilitating the knowledge construction process in the context of secondary education. The current study has special value in extending our understanding of coaching psychology to secondary education.
