This study focused on the "failure" experienced by four novice teachers. While only one actually "failed" student teaching, each perceived herself as a "failure" in the classroom, and all four chose alternate careers upon completion of the assignment. Drawing on literature identifying patterns in women's thinking and modes of learning, we examined the difficulties these women encountered, focusing on their own perceptions of those problems. We identify alternative patterns of supervision which might have allowed these capable women to do more than "survive" their initial teaching experiences, and we argue for more gender-balanced conceptions of teachers' growth and development.
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