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Identifying and shifting educators' failure pedagogical mindsets through reflective practices
Amber Simpson1, Alice Anderson2, Megan Goeke3
1Binghamton University, Binghamton, New York, USA.
The British Journal of Educational Psychology
|December 23, 2023
Summary
Educators’ mindsets about failure in making-centred learning environments were explored. Professional development shifted mindsets from abstract to practical, focusing on educator and youth failure moments.
Area of Science:
- Education
- Pedagogy
- Learning Sciences
Background:
- Limited research exists on educators learning from failures.
- This study focuses on educators' shifting mindsets in making-centred learning environments.
Purpose of the Study:
- Study 1: Explore educators' beliefs about failure and instructional practices in making-centred learning environments.
- Study 2: Examine shifts in museum educators' failure pedagogical mindsets after a video-based professional development program.
Main Methods:
- Study 1: Semi-structured interviews with 15 educators (middle school/museum).
- Study 2: Video recording of professional development sessions with 39 educators across six museums.
Main Results:
- Study 1 revealed underdeveloped or rigid failure pedagogical mindsets, lacking relational thinking between self- and youth-failures.
- Study 2 showed a shift from abstract, youth-focused failure to practical, educator-focused or relational failure.
Conclusions:
- Exploring educators' relationships with failure is crucial.
- Reflecting on failure pedagogical mindsets in action can foster growth for educators and youth.
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