Examines an unsuccessful student teaching experience that became a successful learning experience through a reflection and debriefing process. Relates this experience to the stages of a conceptual model of experiential education and emphasizes the need for structured debriefing in preservice teacher education. (SV)

This paper explores the scope of "failure" in the period of practice immediately prior to teacher certification, by examining personal experiences of 25 preservice teachers who "failed" or hovered in failure-like circumstances. Indicators of failure included poor interpersonal skills, lack of primary focus on students, lack of commitment and…

This paper addresses conditions in teacher preparation which increase the chances of student teachers experiencing severe difficulty in their practicum assignments. Focus is on practical and ethical issues, offering suggestions for changing some present programmatic conditions in order to achieve optimal development of beginning teachers. Emphasis…

This study focused on the "failure" experienced by four female novice teachers who were successful in university course work but experienced considerable difficulty in their initial teaching assignments. The difficulties these women encountered are examined through analysis of observation notes, interview transcripts, journals and autobiographical…

This paper provides a framework for examining the phenomenon of failure in student or practice teaching. The "failed" and "withdrawn" records and files of 25 student teachers over a 10-year period were analyzed. These cases represent the stories of preservice teachers who participated in teacher preparation at a large, regional research university…