Abstract

The aim of this study is to examine the pedagogical reflections of the mistakes made by teachers working at different educational levels in their professional lives. Therefore, data were collected from a total of 10 teachers with different levels of education and seniority, using the qualitative research method. In this study, case study, one of the qualitative research designs, was used. The data of the research were obtained through the form prepared by the researcher. In the prepared form, teachers were asked to explain their professional mistakes in detail. In the results obtained from the research, it is seen that teachers usually make professional mistakes in the first years of the profession and these mistakes mostly affect students negatively. It is seen that some mistakes made in the narratives and results leave a permanent mark on the students. It is seen that professional inexperience, pedagogical inadequacy, not knowing the student and family well, and not being able to control anger are among the reasons why teachers make mistakes. Results revealed that teachers regret and regret these mistakes. When the pedagogical reflections of these mistakes were examined, it was concluded that teachers had positive reflections in line with their professional competence and professional development. In order to prevent these mistakes, especially in the first years of the profession, it will be beneficial to include teachers in the education process during undergraduate education, to be guided by experienced teachers, and to organize qualified in-service trainings that will increase professional development.