Determining the teachers' attitude towards "mistake" and "making mistakes" in the learning process and improving the culture facing it (case study: elementary school students)

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

2 Educational Sciences, Farhangian University, Sanandaj, Iran

Abstract

The purpose of the research was to identify the attitude of teachers towards mistakes and making mistakes in the learning process and to improve the culture of dealing with it in front of elementary school students. To achieve this goal, the interpretive paradigm, qualitative approach and phenomenological strategy of Van Manen and descriptive-analytical type were used. The field of research included the primary teachers of Kurdistan in the academic year of 2023-2024, who were selected by purposeful criterion-based sampling in the number of 12 until reaching the saturation level. The research tool was a semi-structured interview conducted by the researcher and the data format was audio. Deductive-inductive technique was used to analyze the data. The findings were analyzed in two parts: the first part, teachers' attitudes and behaviors towards students' mistakes, which included five themes, four categories, and 55 themes, and the second part, teachers' strategies to improve the culture of making mistakes, including two themes and 22 themes. Was. The results showed that the attitude and perception of the teachers about making mistakes is not very favorable and they rarely consider it as a natural part of the learning process. Therefore, it is necessary to pay attention to promoting the culture of making mistakes by holding training courses on the culture of facing mistakes for teachers. In this regard, creating a supportive atmosphere in creating a culture of making mistakes in schools has a significant role in the education of students and improving the quality of the educational system.

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