University of Oulu

Sonja Lutovac & Maria Assunção Flores (2021) ‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development, Journal of Education for Teaching, DOI: 10.1080/02607476.2021.1891833

‘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, 0.6 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2021042311539
Language: English
Published: Informa, 2021
Publish Date: 2021-04-23
Description:

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.

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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: Latest articles
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/