'Those who fail should not be teachers': Pre-service Teachers' Understandings of Failure and Teacher Identity Development. Issue 3 (27th May 2021)

• Record Type: Journal Article
• Authors: Lutovac, Sonja; Assunção Flores, Maria
• Is Part Of: Journal of education for teaching. Volume 47:Issue 3(2021)
• Page Start: 379
• Page End: 394
• Publication Date: 2021-05-27
• Subjects: Understanding of failure -- teacher failure -- teacher identity -- pre-service teachers -- teacher education; Teachers -- Training of -- Great Britain -- Periodicals; 370.71
• DOI: 10.1080/02607476.2021.1891833
• Languages: English
• ISSNs: 0260-7476

Abstract

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.