Zamora Menéndez, ÁngelaArdura, DiegoCalderón Lima, Rebeca2025-04-242025-04-242025-02-13Ángela Zamora, Diego Ardura, Rebeca Calderón-Lima, Exploring attitudes towards errors and frustration intolerance in pre-service teachers, Teaching and Teacher Education, Volume 158, 2025, 104964, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2025.1049640742-051X | eISSN 1879-2480https://doi.org/10.1016/j.tate.2025.104964https://hdl.handle.net/20.500.14468/26495The registered version of this article, first published in “Teaching and Teacher Education, Volume 158, 2025", is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.tate.2025.104964 La versión registrada de este artículo, publicado por primera vez en “Teaching and Teacher Education, Volume 158, 2025", está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.tate.2025.104964The present study examines the attitudes of 382 Spanish pre-service teachers regarding their own mistakes as learners, their frustration intolerance, and the use of errors in their future teaching roles. Findings showed that pre-service teachers in early childhood and primary education are less likely to embrace errors and exhibit higher levels of frustration intolerance compared to their secondary education counterparts. In addition, these traits were identified as significant predictors of teachers’ attitudes towards their own mistakes. The results suggest the need for specialized teacher training programmes that equip pre-service teachers with effective error management strategies for classroom use.eninfo:eu-repo/semantics/openAccess58 Pedagogíaartículoattitude towards errorsfrustration intoleranceteacher trainingprospective teachers