ABSTRACT

This article examines the phenomenon of failure in a Bachelor of Education practicum from the perspectives of preservice teachers. Utilizing a phenomenological theoretical framework and methodology, the perspectives of four preservice teachers are shared. The data were drawn from practicum reports, field notes, interviews, and student teacher questionnaires. Analysis of the findings reveals how insufficient content knowledge, inadequate planning, and avoidance of difficult discussions lead to failure. Further analysis of the sequence of events leading up to the failure reveals the significance of clear and authentic communication in the early days of the placement. Although the four preservice teachers struggled with failure, they also demonstrated resilience in their quest to become teachers. The authors conclude with six essential questions that help to mitigate failure.

摘要

本文从职前教师的角度考察了教育学士实习中的失败现象。利用现象学理论框架和方法，分享了四位职前教师的观点。数据来自实习报告、现场笔记、访谈和学生教师问卷。对调查结果的分析揭示了内容知识不足、计划不足以及避免困难讨论是如何导致失败的。对导致失败的事件顺序的进一步分析揭示了在安置初期进行清晰和真实沟通的重要性。尽管四位职前教师在失败中挣扎，但他们在寻求成为教师的过程中也表现出了韧性。