Identifying and shifting educators' failure pedagogical mindsets through reflective practices.

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Bibliographic Details
Title:	Identifying and shifting educators' failure pedagogical mindsets through reflective practices.
Authors:	Simpson, Amber, Anderson, Alice, Goeke, Megan, Caruana, Dara, Maltese, Adam V.
Source:	British Journal of Educational Psychology. Mar2025, Vol. 95 Issue 1, p26-40. 15p.
Subjects:	School environment, Research funding, Psychology of teachers, Interviewing, Reflection (Philosophy), Teaching, Museums, School failure, Professional employee training, College teacher attitudes, Research methodology, Teacher-student relationships, Cognition, Critical thinking, Video recording
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. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	00070998
DOI:	10.1111/bjep.12658