Relevant bibliographies by topics / Teacher resistance

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teacher resistance'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Teacher resistance"

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Bronkhorst, Larike H., Bob Koster, Paulien C. Meijer, Nienke Woldman, and Jan D. Vermunt. "Exploring student teachers' resistance to teacher education pedagogies." Teaching and Teacher Education 40 (May 2014): 73–82. http://dx.doi.org/10.1016/j.tate.2014.02.001.

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Reinders, Hayo. "From dealing with teacher resistance to working on teacher resilience." Enletawa Journal 11, no. 1 (2019): 69–76. http://dx.doi.org/10.19053/2011835x.8905.

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In a time of constant change and disruption in education, it is common for teachers to feel anxious about their chosen career. Teacher ‘resistance’ is a natural response in such circumstances and one that can take a significant personal and professional toll, both on the individual and those in their community. In this article, I aim to take a more positive approach and frame teachers’ responses to change as a form of resilience, rather than resistance, and as a mindset that can be harnessed for the benefit of the individual as well as the organization. Besides, I offer some recommendations fo
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Arıkan, Gökhan. "Examination of Student Resistance Behaviors towards Physical Education and Sports Teachers in the Teaching-Learning Process." Journal of Educational Issues 6, no. 2 (2020): 107. http://dx.doi.org/10.5296/jei.v6i2.17432.

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This study aims to identify the perceptions of examination of student resistance behaviors towards physical education and sports teachers in the teaching-learning process. For this purpose to define students’ resistance behaviors. In education, students’ resistance to teaching-learning processes affects the entire school community. Resistance behaviors during the teaching-learning process cause students to fail and create an important problem for teachers and administrators for preventing the formation of efficient learning environments, increasing the number of students showing similar resist
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Hara, May, and Kortney Sherbine. "Be[com]ing a teacher in neoliberal times: The possibilities of visioning for resistance in teacher education." Policy Futures in Education 16, no. 6 (2018): 669–90. http://dx.doi.org/10.1177/1478210318758814.

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Teacher education is under assault from the corporatization of public education. There is evidence that reductive, essentialized/ing discourses of standardization and compliance exert intense pressures on teacher education, and a market-based, audit culture constricts conceptions of the “good teacher”. Despite the pervasiveness of neoliberal discourses, little is known about how student teachers experience increased corporatization in education, or about how they act rather than are acted upon in this context. In examining these dynamics, we explore the following research questions: (a) How do
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Kato, Reiko. "Teacher's Resistance: A Case of a Japanese Middle School Teacher." Equity & Excellence in Education 46, no. 1 (2013): 48–63. http://dx.doi.org/10.1080/10665684.2013.750192.

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Ghanem, Elie, and Maria Socorro Torquato. "Teachers’ Ideas on Education: Approaches to Teachers’ Resistance to Reforms." Comunicações 25, no. 2 (2018): 167. http://dx.doi.org/10.15600/2238-121x/comunicacoes.v25n2p167-184.

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This text summarizes the arguments guiding a research on the ideas of teachers from São Paulo, Brazil, regarding school education. The research concluded that the teachers’ ideas are rooted on a classical, humanist, scientific-based schooling model, and that teachers resist practices that oppose this model. The text presents the grounds for the research’s hypothesis: that, whenever there is dissonance between the ideas about education held by those who foster educational reforms and the ideas of teachers, the latter present some form of resistance. Teachers’ ideas stem from the socialization o
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Ross, Stephanie, Larry Savage, and James Watson. "University Teachers and Resistance in the Neoliberal University." Labor Studies Journal 45, no. 3 (2019): 227–49. http://dx.doi.org/10.1177/0160449x19883342.

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This study of Canadian university teacher militancy explores the dynamics and strategies of resistance in the neoliberal university. While responses to the neoliberal reorientation of higher education are complex, uneven, and sometimes contradictory, the authors demonstrate how neoliberalization has fostered greater conflict, more militancy, more strikes, and greater politicization of unions representing university teachers. The authors argue that these expressions of university teacher militancy are primarily driven by external pressures rather than internal forces and are further complicated
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Bickman, Martin. "Reader Response Joins the Resistance." Pedagogy 20, no. 2 (2020): 235–56. http://dx.doi.org/10.1215/15314200-8091852.

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Formerly, to be a radical teacher one had to be a Marxist, but in the past three years, a simple commitment to honesty, empathy, and democratic community has become an act of resistance. Examining three examples of reader-response criticism suggests how one can apply these values to deepen receptivity to literature and create a sense of agency and dialogue between students and teachers.
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Mutch, Carol. "Editorial: Curriculum change and teacher resistance." Curriculum Matters 8 (June 1, 2012): 1–8. http://dx.doi.org/10.18296/cm.0145.

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Sever, Demet, Emine Aysın Küçükyilmaz, Mustafa Sağlam, and Meral Güven. "Teacher candidates’ opinions about student resistance." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 4604–12. http://dx.doi.org/10.1016/j.sbspro.2010.03.738.

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Dissertations / Theses on the topic "Teacher resistance"

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Wiechmann, Juria C. "Pedagogies of Resistance." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.

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<p> Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study&rsquo;s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order
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Kanyane, C. M. B. "The politics of resistance in the implementation of integrated quality management system." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-154900.

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Sundstrom, Krystal. "Rhizomatic Resistance: Teacher Activism and the Opt-Out Movement." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24223.

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High-stakes testing has grown in scope and impact in recent years, as accountability decisions regarding funding, school sanctions, and teacher evaluations often depend on standardized test results. The shift toward more stringent and punitive testing mandates has not gone unchallenged however, as pockets of resistance have emerged among teachers, parents, and scholars, and a growing "opt-out" movement has picked up steam nationwide. Teachers in particular have played a critical role in resistance to high-stakes testing, even while adhering to these same policies in their professional roles. T
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O'Hare, B. O. "Educational innovation and resistance to change : The teacher as adult learner." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242171.

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Laight, Jean. "Resistance and resilience : exploring narratives of women teacher trade union activists." Thesis, Leeds Beckett University, 2018. http://eprints.leedsbeckett.ac.uk/5543/.

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This thesis is born out of concern that large numbers of teachers have left the profession. The work involved in teaching has become more time-consuming, and a trend of working longer hours, both at school and at home, has become an expectation. Excessive workload has, therefore, become an important issue within the profession. With so many teachers leaving the profession, particularly women - who make up over 75% of the profession- it was noted that some women teachers were not only staying in the profession but were also giving up their time and energy to take on the work of trade union acti
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Brown, Ciara, Natalia Ward, Eileen Galang, Betty Thomason, and Robin F. Scheil. "A Secondary Qualitative Data Analysis: Teacher Resistance to Educating English Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5941.

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This study reports reanalyzed findings from three separate studies that examined the impact of professional development on teachers’ instructional change. The commonality among the studies was content area teachers’ resistance to ESL pedagogy, which inspired the current study in its undertaking and analysis of pooled data. The study aimed to more closely examine the effect of teacher resistance on reform efforts and ultimately its impact on English Learners’ (ELs) academic achievement. The reanalyzed findings show that all participants held strong feelings of resentment toward external mandate
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Yasar, Mustafa. "An ethnographic case study of educational drama in teacher education settings resistance, community, and power /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149082511.

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Rashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.

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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.<br>The six teachers participating in this study completed question
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Maybaum, Lenore DeBok. "Resistance and engagement in the critical classroom: a psychoanalytic reading of critical pedagogy." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5566.

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This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggest
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Moustakim, Mohamed. "Power and resistance in the classroom : teachers' and pupils' narratives on disaffection." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117485.

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This study sought to analyse critically the discourse of pupils’ disaffection captured in the views of a teacher, a Learning Mentor and a group of six pupils from key stage 4 at a secondary school in south London. The analysis examined how some pupils acquired the label ‘disaffected’ and considered the extent to which dominant curriculum ideologies and power relations between teachers and pupils contributed to pupils’ disconnection from learning. Additionally, the study examined the effectiveness of the Alternative Education project organised by the school in a bid to engage disaffected pupils
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Books on the topic "Teacher resistance"

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Education, Council for Basic, ed. Who will teach the children?: Progress and resistance in teacher education. Jossey-Bass, 1994.

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Webster, Caroline Besse. A Gandhian Quaker convict and peace teacher: Lee Stern : World War II conscientious objector. Creative Response to Conflict, 2012.

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Rhetoric and resistance in the corporate academy. Hampton Press, 2008.

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Danchin, Pierre. French resistance to the Nazi occupation: Personal recollections. Knox College, 1995.

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Critical literacy as resistance: Teaching for social justice across the secondary curriculum. Peter Lang, 2008.

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Munro, Petra. Subject to fiction: Women teachers' life history narratives and the cultural politics of resistance. Open University Press, 1998.

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Peaceful resistance: Building a Palestinian university under occupation. Pluto Press, 2010.

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Nicolaou, Anna. Cypriot EFL teachers and the communicative approach: Reasonsfor resistance to methodological change in "Ayios Nicolaos" secondary school. typescript, 1996.

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Konspiracja i opór: Z dziejów oświaty na Warmii i Mazurach w latach 1945-1956. Wydawn. Niepaństwowej Wyższej Szkoły Pedagogicznej w Białymstoku, 2007.

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The São Paulo Law School and the anti-Vargas resistance (1938-1945). University of Texas Press, 1986.

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Book chapters on the topic "Teacher resistance"

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Guthrie, Gerard. "Teacher Resistance To Change." In The Progressive Education Fallacy in Developing Countries. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1851-7_4.

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Brodie, Karin. "Learner Resistance to Teacher Change." In Teaching Mathematical Reasoning in Secondary School Classrooms. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09742-8_11.

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Filipenko, Margot, Jo-Anne Naslund, and Lori Prodan. "Continuing Challenges and Resistance." In Problem-Based Learning in Teacher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02003-7_14.

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Burley, Suzanne, and Cathy Pomphrey. "Transcending Language Subject Boundaries through Language Teacher Education." In Resistance to the Known. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137345196_9.

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Cristall, Ferne, Susan Rodger, and Kathy Hibbert. "“Where Love Prevails”: Student Resilience and Resistance in Precarious Spaces." In Rural Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2560-5_7.

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Greenwood, David A., Sean W. Agriss, and Darcy Miller. "Regulation, Resistance, and Sacred Places in Teacher Education." In Critical Pedagogy and Teacher Education in the Neoliberal Era. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9588-7_11.

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Arnold, Julie. "The Role of Artful Practice as Research to Trace Teacher Epiphanies." In Discourse, Power, and Resistance Down Under. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-037-8_14.

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López Pereyra, Manuel. "Queering Freire’s Pedagogies: Resistance, Empowerment, and Transgression in Teacher Training." In Queer Epistemologies in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50305-5_4.

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Zhidong, Ba. "An Exploration of the Driving Force Behind Teacher Resistance to Curriculum Change." In Chinese Scholars on Western Ideas about Thinking, Leadership, Reform and Development in Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-010-1_14.

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Wallace, Maria F. G. "Multiplicitous Moments: The Inculcation, Abstraction, and Resistance to the Face of the Novice Science Teacher." In Critical Voices in Science Education Research. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99990-6_20.

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Conference papers on the topic "Teacher resistance"

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Nechytailo, Tetiana, Halyna Fesun, Tetiana Kanivets, and Alla Simak. "Psychological Features of Manifestation of Coping-Resources of Schoolteachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/20.

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The article is devoted to the psychological peculiarities of the manifestation of coping-resources of educators. The teaching profession belongs to the category of professions especially vulnerable to stress, since the teacher has to solve various professional tasks in the absence of time and information, constant open contact with people, which entails considerable emotional energy. The professional activity of a modern teacher requires constant and maximum mobilization of their personal resources. Maintaining or enhancing a person's stress resistance is associated with finding and using reso
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Charbonneau-Gowdy, Paula Antoinette, and Danisa Thamara Salinas Carvajal. "Cracking the Cocoon: Promoting Self-Directed Lifelong Learning in EFL Pre-service Teachers in Chile Through the Guided Use of Social Media Tools." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5612.

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Abstract While is it an obvious observation that in the 21st century individuals will need to continue to learn to keep pace with the rapid changes that affect their personal and professional lives, the practicalities of doing so are daunting. Where do we begin to instill a sense of self-directed learning that leads to a lifelong pursuit of knowledge and, more importantly, how? The aim of our study was to determine the influence of providing guided support in the use of social media to a group of future EFL teachers in Chile. In this context, where traditional teaching practices and cultural n
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Cohen Zilka, Gila. "The Experience of Receiving and Giving Public Oral and Written Peer Feedback on the Teaching Experience of Preservice Teachers." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4502.

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Aim/Purpose: This study examined how peer feedback, received and given face-to-face and on the course site, shapes the teacher’s image, from the student’s point of view as the one providing and receiving feedback. Background: This study examined the effect of receiving and giving peer feedback, face-to-face and on the course site, on forming the teacher’s image, from the student’s point of view as someone who provides and receives feedback. Methodology: The research question was, “How do preservice teachers experience giving and receiving public, oral and written, peer feedback on the teaching
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Bayborodova, Luidmila. "PEDAGOGICAL SUPPORT OF DEVELOPING EMOTIONAL RESISTANCE OF FUTURE TEACHERS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.054.

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Bayborodova, Ludmila. "OVERCOMING OF TEACHERS� RESISTANCE TO INNOVATIONS: ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.069.

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Sánchez-Prieto, José Carlos, Susana Olmos Migueláñez, and Francisco J. García-Peñalvo. "Enjoyment, resistance to change and mlearning acceptance among pre-service teachers." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2016. http://dx.doi.org/10.1145/3012430.3012594.

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Bridges, Thurman. "EXAMINING MOTIVATION, PERSISTENCE AND RESISTANCE AMONG BLACK MALE PRE-SERVICE TEACHERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2102.

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Vasilenko, Elena A. "Influence Of Religiosity On Stress Resistance And Social Adaptation Of Teachers." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.136.

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Beslon, Guillaume, Berenice Batut, David Parsons, Dominique Schneider, and Carole Knibbe. "An alife game to teach evolution of antibiotic resistance." In European Conference on Artificial Life 2013. MIT Press, 2013. http://dx.doi.org/10.7551/978-0-262-31709-2-ch007.

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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.

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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist.
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