This article presents a clinical posture for professional practices coaching. It explores how experiential knowledge is built and identifies a number of fundamental ethical markers which separate this posture from one of conveying disciplinary knowledge – notably the presence of the other, attention to situations that can appear insignificant at first glance, the educator’s self-confidence, which is related to accepting his own vulnerability, and mobilizing a shared intelligence to allow a unique understanding of situations.The articlewarns against overusing the expression “practice analysis” to avoid an epistemological jump caused by a clinical approach.