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Identifying and Shifting Educators' Failure Pedagogical Mindsets through Reflective Practices

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Title: Identifying and Shifting Educators' Failure Pedagogical Mindsets through Reflective Practices
Language: English
Authors: Amber Simpson (ORCID 0000-0001-5467-4885), Alice Anderson, Megan Goeke, Dara Caruana, Adam V. Maltese
Source: British Journal of Educational Psychology. 2025 95(1):26-40.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1623452
2005927
Document Type: Journal Articles
Reports - Research
Descriptors: Reflective Teaching, Failure, Teacher Attitudes, Beliefs, Educational Environment, Attitude Change, Teaching Methods, Faculty Development, Museums, Teachers, Youth
DOI: 10.1111/bjep.12658
ISSN: 0007-0998
2044-8279
Abstract: Background: In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. Aims: The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional development cycle regarding failure moments in making-centred learning environments might have shifted museum educators' failure pedagogical mindsets. Sample: In Study 1, the sample included 15 educators at either a middle school or museum. In Study 2, the sample included 39 educators across six museums. Methods: In Study 1, educators engaged in a semi-structured interview that lasted between 45 and 75 min. In Study 2, the six museums video recorded professional development sessions. Results: Results from Study 1 highlighted educators' failure pedagogical mindsets as either underdeveloped or rigid and absent of relational thinking between self- and youth-failures. One key result from Study 2 was a shift from an abstract sense of failure as youth-focused to a practical sense of failure as educator-focused and/or relational (i.e., youth educator-focused failure moments). Conclusions: Based on the results from Study 1 and Study 2, our research suggests that exploring an educator's relationship with failure is important and witnessing and reflecting upon their own failure pedagogical mindset in action may facilitate a shift towards a more complex and interconnected space for growth and development of both educators and youth.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460084
Database: ERIC
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  Data: Identifying and Shifting Educators' Failure Pedagogical Mindsets through Reflective Practices
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  Data: <searchLink fieldCode="AR" term="%22Amber+Simpson%22">Amber Simpson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5467-4885">0000-0001-5467-4885</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alice+Anderson%22">Alice Anderson</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Goeke%22">Megan Goeke</searchLink><br /><searchLink fieldCode="AR" term="%22Dara+Caruana%22">Dara Caruana</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+V%2E+Maltese%22">Adam V. Maltese</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: National Science Foundation (NSF)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Failure%22">Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Museums%22">Museums</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink>
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  Data: 10.1111/bjep.12658
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  Data: 0007-0998<br />2044-8279
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  Label: Abstract
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  Data: Background: In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. Aims: The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional development cycle regarding failure moments in making-centred learning environments might have shifted museum educators' failure pedagogical mindsets. Sample: In Study 1, the sample included 15 educators at either a middle school or museum. In Study 2, the sample included 39 educators across six museums. Methods: In Study 1, educators engaged in a semi-structured interview that lasted between 45 and 75 min. In Study 2, the six museums video recorded professional development sessions. Results: Results from Study 1 highlighted educators' failure pedagogical mindsets as either underdeveloped or rigid and absent of relational thinking between self- and youth-failures. One key result from Study 2 was a shift from an abstract sense of failure as youth-focused to a practical sense of failure as educator-focused and/or relational (i.e., youth educator-focused failure moments). Conclusions: Based on the results from Study 1 and Study 2, our research suggests that exploring an educator's relationship with failure is important and witnessing and reflecting upon their own failure pedagogical mindset in action may facilitate a shift towards a more complex and interconnected space for growth and development of both educators and youth.
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