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.
This document was originally published in Teacher Education & Practice by Rowman & Littlefield Publishers, Inc. Copyright restrictions may apply.
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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