This metasynthesis presents the collective findings based on a small corpus of studies (n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach–teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research.

中文翻译：

---

说教练是关系是什么意思？

该综合综合展示了基于一小部分研究（n = 28）的集体发现，这些研究从关系的角度检查了小学和中学环境中的识字辅导。我们使用 Lysaker 的关系教学概念来构建我们的分析，并从理论上认为，与课堂教学一样，强大的识字辅导以对话、共建互动为基础，在这种互动中，教练和教师共同开发新知识和技能。我们的分析表明，共建的实现可能受到与教练定位和倾向相关的不同模式的影响：（a）知识流，（b）分布式专业知识，以及（c）脆弱性。为了解释这些模式，我们提供了增强共建的机会和减少共建的障碍的证据。最后，我们将讨论教练和教师如何在教练-教师关系中发展互惠关系，并转向更具关系的教练方法。最后，我们为未来的研究提供了方向。