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.
Dana Lynn Morris (Fri,) studied this question.