Document Type
Article
Publication Date
Fall 2015
Abstract
Dedicated teachers who had and overcame academic challenges in their youth offer valuable insights into how to support students who struggle. This article presents a qualitative study of 46 teachers from across the United Stated [sic] who faced academic challenges as elementary, middle, and/or secondary students. Their memories of academic struggles lead them to use teaching practices that are grounded in the professional disposition that all children can learn. The findings suggest a positive interrelationship between a biography (Knowles, 1992) that includes academic struggles, the theoretical constructs of grit (Duckworth, Peterson, Matthews, & Kelly, 2007) and self-efficacy (Bandura, 1977), and current educational practices and provide implications for theory, teacher education, and induction.
Copyright Statement
This document was originally published in Teacher Education & Practice by Rowman & Littlefield Publishers, Inc. Copyright restrictions may apply.
Publication Information
Fry, Sara Winstead. (2015). "Grit, Biography, and Dedicated Teachers Who Struggled Academically as Students". Teacher Education & Practice, 28(4), 627-645.
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