This study examined the case of teacher student failures in School Based Teacher Education (SBTE). A questionnaire was distributed to administrators within Swedish teacher education campuses, asking how often failures occur and what procedures following a failure exam. The results show a rather similar share of failures within TE programs, from within 1-3 percent. The results reveal different methods when failure is at risk, including prevention strategies and certain formative interventions to support the students’ further development. Normally the cooperating teacher contact the university to inform that a failure is at risk, but some TE programs let the teacher educators themselves makes early visits in the school placements to make sure if support is needed. Some informants emphasize how important it is to avoid “late failures” when students might feel mistreated, no longer having the chance to correct or adjust the performances before course ending. Finally, some informants explicit note that a failure always is a possible outcome, while other claim the most important task is to support the students' development in different ways. In conclusion, the TE gate keeping function seems to be more or less emphasized.
Utbildning och lärande. Tidskrift