ERIC Number: EJ680904
Record Type: Journal
Publication Date: 2004-Apr
Learning to Allow Temporary Failure: Potential Benefits, Supportive Practices and Teacher Concerns
Alfi, Orit; Assor, Avi; Katz, Idit
Journal of Education for Teaching: International Research and Pedagogy, v30 n1 p27-41 Apr 2004
Current theory and research in the area of motivation indicate that while frequent academic failures are clearly undesirable, temporary failure in challenging academic tasks can have important psychological benefits when followed by successful coping. However, teachers' responses during our school reform programme suggest that some special education teachers may find it extremely difficult to allow their pupils to experience any kind of failure or frustration, not even temporarily. An analysis of the cognitive and emotional reasons for this phenomenon is presented, followed by a summary of the potential benefits of temporary failure. Then, drawing on Self-Determination Theory (SDT, Ryan & Deci, 2000 ), teaching practices that enable pupils to cope well with temporary failure are briefly described. The last section presents the way these SDT motivational principles have been used to promote the internalisation of a more positive attitude towards temporary failure by teachers, and to suggest various implications for the area of teacher education.
Descriptors: Special Education Teachers, Special Education, Academic Failure, Teacher Attitudes, Coping, School Restructuring, Teaching Methods, Teacher Education, Student Motivation, Emotional Response
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A