'Those Who Fail Should Not Be Teachers': Pre-Service Teachers' Understandings of Failure and Teacher Identity Development

Autor/inn/en	Lutovac, Sonja; Assunção Flores, Maria
Titel	'Those Who Fail Should Not Be Teachers': Pre-Service Teachers' Understandings of Failure and Teacher Identity Development
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 3, S.379-394 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1891833
Schlagwörter	Preservice Teachers; Student Attitudes; Academic Failure; Professional Identity; Foreign Countries; Preservice Teacher Education; Student Experience; Portugal + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Lehramtsstudiengang; Lehrerausbildung; Studienerfahrung
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01