# Coaching for Emotional Resilience and Reflective Growth: Applying the University-Based Coaching Framework in Pre-Service Teacher Supervision

## TL;DR

This study explores how university supervisors help pre-service teachers build emotional resilience and reflective thinking through coaching.

## Contribution

It introduces new insights into how coaching identities and relational moves influence emotional and reflective development in teacher training.

## Key findings

- Supervisors' relational moves shaped distinct coaching identities and influenced pre-service teachers' emotional and reflective growth.
- The coaching process supports a cycle of appraisal, coping, and reappraisal through varying intensities of framework enactment.
- Relational stance in coaching serves as both cognitive scaffolding and emotional regulation for pre-service teachers.

## Abstract

Teacher preparation is an emotional as well as a cognitive process in which pre-service teachers must develop both reflective judgment and the emotional resilience needed for demanding instructional contexts. This study examined how university-based supervisors enacted the relational spaces of the University-Based Coaching Framework (UBCF) and how these enactments shaped pre-service teachers’ emotional and reflective development. Drawing on qualitative analysis of coaching discourse among three supervisor-pre-service teacher pairs, the comparative case study identifies distinct coaching identities that emerged from supervisors’ patterned relational moves. These identities corresponded to varying intensities of UBCF space enactment and produced differential pathways through a reflective-motional cycle connecting appraisal, coping, and reappraisal. Findings demonstrate that supervisors’ relational stance functions as both cognitive scaffolding and as an emotional regulator. By conceptualizing UBCF-based coaching as an interactional process that integrates relational attunement with reflective challenge, this study contributes new insight into how emotional and cognitive dimensions of supervision jointly support teacher knowledge development and early professional resilience.