‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development

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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