We watched them “fail”: university supervisors’ perceptions of “failure” in student teaching1

Student teaching is a public act, one in which there are several pairs of scrutinizing eyes looking on: pupils, cooperating teachers, principals, parents, and university supervisors. The majority of student teachers perform satisfactorily and develop strategies to cope with the demands of their classrooms. Some, however, “fail.” They either remove themselves voluntarily and are given a grade deemed to be unsatisfactory for obtaining provisional teacher certification or a teaching position, or they are given a failing grade. Focused on “failing” student teachers, this article explores the perceptions of university supervisors with direct responsibility for assessing preservice teachers in their capstone preservice practicum. These individuals have considerable influence over the future of student teachers because of the weight their evaluations have for future employment. The questions addressed include: What does it mean to “fail” in student teaching? Why does it happen? What are the characteristics of student teachers who “fail"? Are there indicators which may flag individuals at risk of “failing"?