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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
PubMed
Summary
This summary is machine-generated.

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.

Keywords:
educatorsfailure pedagogical mindsetinstructional approachesprofessional developmentvideo‐based reflection

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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.