ORCID
0000-0002-0679-1064
Abstract
This study explores teacher perceptions of the role of failure in secondary school education. Our case study analysis, based on 23 interviews in Ontario, Canada, suggests secondary school teachers understand failure as a core element of the learning process. However, teachers do not feel they can easily use failure as a pedagogical tool. Teachers perceive Ontario Ministry of Education guidelines regarding student success to have created an institutional culture within which student failure is administratively burdensome and is framed as external to the learning process. These success narratives in government assessment guidelines have created a situation wherein teachers often feel student failure is read as a mark of professional incompetency rather than sound professional judgment. We document how high school teachers have, despite this institutional context, nonetheless incorporated small failures into their instructional strategy, as well as the role these play in the promotion of reflective and self-regulated learning amongst students. The tensions identified in these findings between teaching practice and institutional policies and expectations have widespread relevancy to other teaching and learning contexts.
Included in
Curriculum and Instruction Commons, Secondary Education Commons, Teacher Education and Professional Development Commons
