Work

‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development

Year: 2021

Type: article

Abstract: Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers’ understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and resulting understandings of failure need to be acknowledged as a vital component of teacher education pedagogies in order to assist pre-service teachers in the development of their teacher identity.

Source: Journal of Education for Teaching International Research and Pedagogy

DOI: 10.1080/02607476.2021.1891833

Authors: Sonja Lutovac, Maria Assunção Flores

Institutions: University of Oulu, University of Minho

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funder: Academy of Finland