‘Those who fail should not be teachers’ : pre-service teachers’ understandings of failure and teacher identity development
Lutovac, Sonja; Assunção Flores, Maria (2021-03-01)
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, 47:3, 379-394, DOI: 10.1080/02607476.2021.1891833
© 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/
https://urn.fi/URN:NBN:fi-fe2021042311539
Tiivistelmä
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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