Vom Fehler zur Lernchance

How can errors become learning opportunities? This book examines the conditions that support or hinder a constructive culture of learning from errors and combines research findings with the experiences of educational professionals. It draws on 15 semi-structured interviews with primary and secondary school teachers and school social workers, analyzed using Kuckartz’s qualitative content analysis. The findings highlight the importance of teachers’ attitudes and competencies, relationships, school climate, and organizational factors. It derives practical implications for teaching, school development, and parental involvement. The book is aimed at teachers, educational professionals, and school development practitioners. The author is an educator researching learning and error culture.