The project “Narrated failures” - Understanding Pre-Service Teachers’ Narrated Failures in Mathematics through Identity Work was funded by the Academy of Finland and carried out in the Faculty of Education, University of Oulu, Finland in 2018-2021. The project explored pre-service teachers’ narrated experiences of failure, particularly in mathematics but also beyond, and the significance of these experiences for the development of their teacher identity. Several sets of data were collected throughout the duration of the project. The first data set consists of 22 narratives written by the pre-service mathematics and science teachers and 45 narratives written by the pre-service elementary school teachers. Pre-service teachers wrote about their experiences of failure and how these have shaped them as future teachers of mathematics. The data set was used to investigate how pre-service teachers understand and define failure in mathematics and what their failure narratives reveal about the development of their future mathematics-related teacher identities, and for conceptualizing failure experience (see Lutovac, 2019, 2020; Lutovac & Kaasila, 2020, 2021). Most narratives are in Finnish with few exceptions in English. The second data set consists of 97 narratives written by the pre-service subject teachers (e.g., math, history, language, etc.). Pre-service teachers reflected upon their experiences of failure from the viewpoint of teacher’s and students’ responsibility. The data set was used to investigate pre-service teachers’ conceptions of assessment emerging in the narratives of failure (see, Lutovac & Flores, 2022). The data is in Finnish. The third data set consists of 45 short writings by the pre-service subject teachers. Pre-service teachers reflected upon their experiences of failure from the viewpoint of them being students, from the viewpoint of being teachers in the future and from the viewpoint of their own future students in mind. The data set was used to investigate pre-service teachers’ understandings of failure, different reflective foci when they think of failure and the ways failure shapes the process of teacher identity development (see, Lutovac & Flores, 2021). The data is in Portuguese. Translations have been made to English. The fourth data set consists of 12 audio and video recorded group discussions. Groups were both, homogenous and heterogenous: consisting of pre-service mathematics and science teachers only or consisting of pre-service mathematics and science teachers and pre-service elementary school teachers. Pre-service teachers were asked to share their most memorable experiences they labelled as failure and to elaborate on the meaning of these experiences; they were also asked to compare these experiences in group. Further questions were guiding their discussion. The data is in Finnish and English.

2022