Shifting the Mindset: An Exploratory Case Study Exploring Growth Through Failure Learning

• In Event: Redefining Teacher Mentorship: Fostering Failure Pedagogical Mindsets and Collaborative Learning in Teacher Preparation Programs

Abstract

We explored the concept of a failure pedagogical mindset as pre-service teachers at a Midwestern university perceived and processed failure. Using an exploratory qualitative case study approach, we investigated their reflections and mindsets toward failure as they facilitated learning experiences. Our findings revealed varying perceptions, including fixed and growth mindsets. Notably, those with a failure pedagogical mindset used their experiences to set improvement goals. These findings suggest that teacher preparation programs should encourage failure, providing support as pre-service teachers process and reconcile with their failures. We propose teacher educators instill failure pedagogical mindset among pre-service teachers by normalizing failure and engaging systematic reflection to build resilience and transform failure into a tool for professional growth and effective teaching.

Authors

• Donavan B. Phoenix, University of Nebraska - Lincoln

• Becky Haddad, University of Nebraska - Lincoln