Reflecting on Failure: An Exploratory Case Study of Preservice Teachers and Failure

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

Abstract

This study explores the role of systematic reflection in helping pre-service teachers identify, process, and learn from their failures. Using an exploratory qualitative case study, we examined pre-service teachers in a School-Based Agricultural Education program as they engaged in reflective practices following teaching experiences. Findings reveal that systematic reflection encouraged participants to identify failures, consider their causes, and develop strategies and solutions for improvement. Our research shows that reflection is not inherent but must be explicitly taught and practiced. Our study underscores the need for teacher preparation programs to embed systematic reflection in their methods, transforming failure into a powerful learning tool.

Authors

• Donavan B. Phoenix, University of Nebraska - Lincoln

• Becky Haddad, University of Nebraska - Lincoln