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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.
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]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Identifying and shifting educators' failure pedagogical mindsets through reflective practices.
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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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Psychology of teachers
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              Text: Mar2025
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