Four women's stories of "failure" as beginning teachers

Margaret Schmidt, J. Gary Knowles

Research output: Contribution to journalArticle

27 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)429-444
Number of pages16
JournalTeaching and Teacher Education
Volume11
Issue number5
DOIs
StatePublished - Sep 1995

ASJC Scopus subject areas

  • Education

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