Akademik Veri Yönetim Sistemi
16th METU ELT Convention, Ankara, Türkiye, 8 - 09 Mayıs 2026, ss.32-33, (Özet Bildiri)
Although pre-service English teachers often enter practicum contexts with substantialtheoretical preparation and emerging pedagogical competence (Darling-Hammond, 2006),sustaining psychological well-being, professional confidence, and teacher identity remains apersistent challenge (Beauchamp & Thomas, 2009). Conducted as part of ongoing doctoralresearch, this qualitative study is positioned within Clandinin and Connelly’s (2000) three-dimensional narrative inquiry space (interaction, continuity, and situation), focusing onparticipants’ lived experiences across personal, social, and contextual dimensions of thepracticum. It explores how an integrated coaching model informed by positive psychologycoaching (Grant, 2017), narrative coaching (Drake, 2024), and resilience coaching (Neenan,2018) supports resilience development among twelve fourth-year pre-service English teachersduring the practicum.The coaching model was strengthened by the BRiTE Framework (Building Resilience inTeacher Education; Mansfield et al., 2016) and individualized reflective coaching practicesdesigned to enhance resilience skills, teacher identity development, and adaptive coping duringthe practicum. Data were generated through classroom observations, semi-structuredindividual and group coaching sessions, and reflective papers, and were analyzed thematicallythrough participants’ evolving professional narratives.Findings indicate that participants already possessed pedagogical knowledge, prior teachingexperience, and personal coping strategies. However, the coaching process contributeduniquely by fostering resilience awareness, strengthening self-confidence, encouragingcollaborative reflection, and supporting participants in navigating practicum-relatedchallenges. Coaching sessions functioned as reflective narrative spaces in which participantsreconstructed teacher identities, reframed practicum challenges, and mobilized psychologicalresources within demanding school contexts. These findings highlight the value ofincorporating a “human touch” into traditional practicum models through resilience coaching.
Keywords: pre-service English teachers, resilience, coaching, narrative inquiry