Teaching the Inevitable: Embracing a Pedagogy of Failure

Autor/inn/en	Eckstein, Lydia E.; Finaret, Amelia B.; Whitenack, Lisa B.
Titel	Teaching the Inevitable: Embracing a Pedagogy of Failure
Quelle	In: Teaching & Learning Inquiry, 11 (2023), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eckstein, Lydia E.) ORCID (Finaret, Amelia B.) ORCID (Whitenack, Lisa B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Academic Failure; College Students; Social Bias; Anxiety; Grading; Alternative Assessment; Teaching Methods; Educational Strategies; Self Concept; Assignments + Suchen Sie Ihr Suchwort? Collegestudent; Angst; Notengebung; Schulnote; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Selbstkonzept; Assignment; Auftrag; Zuweisung
Abstract	Failure is often taken as a given in higher education, as an inevitable part of learning new things. Yet, it remains a part of learning that students tend to fear, and faculty tend to neglect. As faculty, we do not always strategize with or leverage our students' struggles and failures for improved learning. Instead, we hope that students learn from their mistakes and study harder or try harder the next time, because moving on with material in class is necessary to meet learning objectives. In this article, we outline several strategies for using failure advantageously for promoting student growth and learning, and to minimize the stigma of struggle in academia. We make concrete suggestions and outline strategies and resources for faculty to incorporate a "pedagogy of failure" into their work with students and we describe structural barriers to using failure strategically in higher education. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01