‘Those who fail should not be teachers’ : pre-service teachers’ understandings of failure and teacher identity development |
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Author: | Lutovac, Sonja1; Assunção Flores, Maria2 |
Organizations: |
1Department of Educational Sciences and Teacher Education, University of Oulu, Oulu, Finland 2Research Centre on Child Studies, Institute of Education, University of Minho, Braga, Portugal |
Format: | article |
Version: | published version |
Access: | open |
Online Access: | PDF Full Text (PDF, 0.7 MB) |
Persistent link: | http://urn.fi/urn:nbn:fi-fe2021042311539 |
Language: | English |
Published: |
Informa,
2021
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Publish Date: | 2021-04-23 |
Description: |
AbstractPersonal 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. see all
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Series: |
Journal of education for teaching. International research and pedagogy |
ISSN: | 0260-7476 |
ISSN-E: | 1360-0540 |
ISSN-L: | 0260-7476 |
Volume: | 47 |
Issue: | 3 |
Pages: | 379 - 394 |
DOI: | 10.1080/02607476.2021.1891833 |
OADOI: | https://oadoi.org/10.1080/02607476.2021.1891833 |
Type of Publication: |
A1 Journal article – refereed |
Field of Science: |
516 Educational sciences |
Subjects: | |
Funding: |
This work was supported by the Academy of Finland (“Narrated failures”, decision no. 307672). |
Academy of Finland Grant Number: |
307672 |
Detailed Information: |
307672 (Academy of Finland Funding decision) |
Copyright information: |
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly
cited. |
https://creativecommons.org/licenses/by/4.0/ |