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Journal articles on the topic 'Teacher resistance'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

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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3

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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4

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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5

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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9

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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Jacobs, Jennifer, Alison Boardman, Ashley Potvin, and Chao Wang. "Understanding teacher resistance to instructional coaching." Professional Development in Education 44, no. 5 (2017): 690–703. http://dx.doi.org/10.1080/19415257.2017.1388270.

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12

Jennings, Leonie e. "Accommodation and Resistance in Teacher Education." South Pacific Journal of Teacher Education 21, no. 2 (1993): 123–31. http://dx.doi.org/10.1080/0311213930210205.

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13

LeChasseur, Kimberly, Charles DT Macaulay, and Érica Fernández. "Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling." Critical Sociology 46, no. 7-8 (2020): 1075–91. http://dx.doi.org/10.1177/0896920520934173.

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This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers’ individual actions to broader sociocultural experiences of privilege and oppression. To illustrate the anatomy of color-blind framing, we deconstruct three tactics teachers used when framing their resis

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Taylor, Kara Michelle, Evan M. Taylor, Paul Hartman, et al. "Expanding repertoires of resistance." English Teaching: Practice & Critique 18, no. 2 (2019): 188–203. http://dx.doi.org/10.1108/etpc-11-2018-0114.

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Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in t

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SHIM, JENNA MIN. "Working through Resistance to Resistance in Anti-racist Teacher Education." Journal of Philosophy of Education 52, no. 2 (2018): 262–83. http://dx.doi.org/10.1111/1467-9752.12284.

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Mangin, Melinda M. "Distributed Leadership and the Culture of Schools: Teacher Leaders’ Strategies for Gaining Access to Classrooms." Journal of School Leadership 15, no. 4 (2005): 456–84. http://dx.doi.org/10.1177/105268460501500405.

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Formal teacher leadership roles—such as coach and coordinator—have become a standard component of education reform efforts intended to support teachers’ instructional improvement efforts. Yet the culture of schools is widely understood to favor autonomy and egalitarianism, suggesting that classroom teachers may be resistant to peer leadership. This study examines how 12 elementary-level teacher leaders negotiate access to classrooms and encourage instructional change in light of teacher resistance. Findings suggest that teacher leaders make concessions that may ultimately limit their impact on

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Shurygina, Olga Vasilevna, Olga Petrovna Koroleva, Marina Vladimirovna Lebedeva, and Tatyana Konstantinovna Belyaeva. "Training in the prevention of emotional stress as a condition of psychological readiness for the profession of a teacher." SHS Web of Conferences 122 (2021): 06003. http://dx.doi.org/10.1051/shsconf/202112206003.

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One of the factors that negatively affect psychological readiness for the profession of a teacher is emotional stress. The article examines the definition and approaches to the description of stress, proves the relevance of the problem of teaching students training to become teachers the methods and ways of preventing and correcting stress, improving stress resistance, and preventing emotional burnout in professional activity, the methods of emotional stress prevention are analyzed. The purpose of the article is to study the method of sound therapy (neuroacoustics) and to analyze the effect of

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Sherfinski, Melissa, Sharon Hayes, Jing Zhang, and Mariam Jalalifard. "“Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia." education policy analysis archives 27 (December 2, 2019): 151. http://dx.doi.org/10.14507/epaa.27.4327.

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We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We fou

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Sarı, Mediha, and Ece Yolcu. "Students’ Resistance Behaviors: What Do Turkish Primary Teachers Face?" Acta Educationis Generalis 10, no. 2 (2020): 1–25. http://dx.doi.org/10.2478/atd-2020-0008.

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AbstractIntroduction:Students could react to the learning activities, teachers, or administrators knowingly and willfully, many times intentionally by resisting in various ways. A detailed analysis of this definition indicates that unlike naughty behaviors, resistance behaviors do not develop suddenly, they are often planned beforehand by the student, and they contain some messages to the person or institution they are directed at. These kinds of behaviors could have negative effects not only on students’ academic, social, and psychological development but also on teachers’ professional satisf

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Knight, Jim. "What Can We Do about Teacher Resistance?" Phi Delta Kappan 90, no. 7 (2009): 508–13. http://dx.doi.org/10.1177/003172170909000711.

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Keck, Charles S. "The Question Teacher and the Case for a Therapeutic Turn Within Teacher Education." Journal of Teacher Education 71, no. 4 (2019): 409–19. http://dx.doi.org/10.1177/0022487119858982.

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Reflexivity figures increasingly in teacher education, and different reflexive turns have produced a range of directions for thinking about teachers and teaching. This article problematizes some reflexive practices, including self-study and teacher renewal, as a means of contextualizing a call for the inclusion of a therapeutic reflexivity aimed at the “question teacher.” Derived from the psychoanalytic and psychotherapeutic subject, this “question teacher” is vulnerable and motivated by forces not entirely conscious or rational. It is argued that a psychotherapeutic pedagogy enables teachers

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ACHINSTEIN, BETTY, and RODNEY OGAWA. "(In)Fidelity: What the Resistance of New Teachers Reveals about Professional Principles and Prescriptive Educational Policies." Harvard Educational Review 76, no. 1 (2006): 30–63. http://dx.doi.org/10.17763/haer.76.1.e14543458r811864.

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In this article, Betty Achinstein and Rodney Ogawa examine the experiences of two new teachers who resisted mandated "fidelity" to Open Court literacy instruction in California. These two case studies challenge the portrayal of teacher resistance as driven by psychological deficiency and propose instead that teachers engage in "principled resistance" informed by professional principles. They document that within prescriptive instructional programs and control-oriented educational policies, teachers have a limited ability to implement professional principles, including diversified instruction,

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Maharaj, Sachin, and Nina Bascia. "Teachers’ Organizations and Educational Reform: Resistance and Beyond." Canadian Journal of Educational Administration and Policy, no. 196 (June 30, 2021): 34–48. http://dx.doi.org/10.7202/1078516ar.

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This paper presents case studies of teacher union-government relationships in three Canadian provinces – British Columbia, Ontario, and Alberta – where teacher organizations have undertaken divergent strategic positions relative to educational reform. It identifies critical factors that may lead teacher unions to challenge government reforms, how and when a teacher organization might instead accommodate governmental reform, and under what circumstances union renewal drives an organization to establish reform strategies of its own. The paper demonstrates the results of these varied strategies a

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Neri, Rebecca Colina, Maritza Lozano, and Louis M. Gomez. "(Re)framing Resistance to Culturally Relevant Education as a Multilevel Learning Problem." Review of Research in Education 43, no. 1 (2019): 197–226. http://dx.doi.org/10.3102/0091732x18821120.

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Despite evidence of promise, the adoption of culturally relevant educational (CRE) approaches to teaching and learning remains sporadic and underwhelming. In this chapter, we question this state of affairs by investigating teacher resistance to CRE. Through our examination of the literature, we have come to understand teacher resistance to CRE as a multilevel learning problem that stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it. We therefore characterize resistance as a learning problem, rather than a problem of individual

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Dimitrijevic, Bojana, and Danijela Petrovic. "Approaches and strategies for multicultural teacher education: Experiences from the United States of America." Zbornik Instituta za pedagoska istrazivanja 46, no. 1 (2014): 69–90. http://dx.doi.org/10.2298/zipi1401069d.

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The paper discusses different approaches and strategies for educating teachers in the United States of America for work in multicultural schools, bearing in mind teacher efficiency. The first part of the paper contains theoretical considerations on the basic competences of teachers for multicultural education, provides an overview of the key questions that need to be answered in the process of developing multicultural teacher education and presents the effects of multicultural education programmes aimed at eliminating prejudice and establishing the pedagogy of equality. The second part of the

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Henning, Nick, Alison G. Dover, Erica K. Dotson, and Ruchi Agarwal-Rangnath. "Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments." education policy analysis archives 26 (March 5, 2018): 26. http://dx.doi.org/10.14507/epaa.26.2790.

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The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from university-based teacher educators with a comprehensive and nuanced fluency in candidates' preparedness to external scorers trained to standardize and depersonalize effective practice. In this article, four social justice-oriented teacher educators fr

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Hall, David, and Ruth McGinity. "Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform." education policy analysis archives 23 (September 10, 2015): 88. http://dx.doi.org/10.14507/epaa.v23.2092.

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This article examines the dramatic implications of the turn towards neo-liberal education policies for teachers’ professional identities. It begins with an analysis of some of the key features of this policy shift including marketization, metricization and managerialism and the accompanying elevation of performativity. This is followed by a discussion of the implications of this turn for teachers in which a new professionalism of increasing regulation and restrictions upon practice in a policy environment dominated by neo-liberalism act to restrict and confine professional identity formation a

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Natalia, Tsybuliak. "PROFESSIONAL STRESS RESISTANCE OF A SPECIAL EDUCATION TEACHER." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (November 29, 2019): 266–74. http://dx.doi.org/10.32999/ksu2312-3206/2019-4-35.

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Curzan, Anne. "Linguistics matters: Resistance and relevance in teacher education." Language 89, no. 1 (2013): e1-e10. http://dx.doi.org/10.1353/lan.2013.0016.

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Zembylas, Michalinos. "INTERROGATING "TEACHER IDENTITY": EMOTION, RESISTANCE, AND SELF-FORMATION." Educational Theory 53, no. 1 (2003): 107–27. http://dx.doi.org/10.1111/j.1741-5446.2003.00107.x.

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Morettini, Brianne. "Forms of resistance: Insights into beginning teacher development." International Journal of Educational Research Open 2-2 (2021): 100041. http://dx.doi.org/10.1016/j.ijedro.2021.100041.

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Phelan, Anne M., and Dion Rüsselbaek Hansen. "RECLAIMING AGENCY AND APPRECIATING LIMITS IN TEACHER EDUCATION: EXISTENTIAL, ETHICAL, AND PSYCHOANALYTICAL READINGS." Articles 53, no. 1 (2019): 128–45. http://dx.doi.org/10.7202/1056286ar.

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A basic premise of teacher education is the value of teacher agency, that is, the teacher’s capacity to take responsibility for one’s knowledge, beliefs, judgements, and relationships. How can teacher educators sustain a commitment to agency in light of critiques of western modernity, specifically in relation to the existence of a rational autonomous subject, the erasure of history, and the opacity of language? Drawing on existentialism, ethics, and psychoanalysis, we discuss three practicum vignettes to illustrate what we are calling “the chiastic complexity” of agency within the field of tea

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Vanner, Catherine. "Examining Gender Safety in Schools: Teacher Agency and Resistance in Two Primary Schools in Kirinyaga, Kenya." Education Sciences 9, no. 1 (2019): 63. http://dx.doi.org/10.3390/educsci9010063.

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This article introduces Stein, Tolman, Porche, and Spencer’s concept of gender safety in schools (GSS) as a useful framework for providing a gendered analysis of safety and equality at the school level within the global context of the Sustainable Development Goal (SDG) 4 goal of equitable, inclusive and quality education for all. This article examines practices that support as well as undermine GSS in two primary schools in Kirinyaga County, Kenya. In these schools, individual teacher agency was the main factor enhancing GSS. Teachers’ efforts were, however, constrained by competing discourses

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Hung, Cheng-Yu. "The battle hymn of the activist teacher: Taiwanese school teachers’ resistance to curriculum changes." Discourse: Studies in the Cultural Politics of Education 40, no. 4 (2017): 573–86. http://dx.doi.org/10.1080/01596306.2017.1401589.

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Washington-Miller, Paul. "Reconstructing teacher identities: shock, turbulence, resistance and adaptation in Caribbean teacher migration to England." Education, Knowledge and Economy 3, no. 2 (2009): 97–105. http://dx.doi.org/10.1080/17496890903166774.

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Herrera, Luz Yadira. "Voices of Resistance." Educational Renaissance 7, no. 1 (2018): 36–38. http://dx.doi.org/10.33499/edren.v7i1.121.

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Voices of resistance: Interdisciplinary approaches to Chican@ children's literature gathers a wide range of experts from diverse academic fields in the analysis of Chicanx children’s and young adult (YA) literature. The editors convincingly make the case for the urgency of using multicultural children’s literature as a means for empowerment and social justice. The book provides a solid framework that is useful to multiple audiences–from caregivers, teachers, school leaders, community members, to teacher educators, and beyond. The book highlights the Chicanx history of resistance, as indicated

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Long, Caroline, Mellony Graven, Yusuf Sayed, and Erna Lampen. "Enabling and Constraining Conditions of Professional Teacher Agency." Contemporary Education Dialogue 14, no. 1 (2017): 5–21. http://dx.doi.org/10.1177/0973184916678681.

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The South African people have a history of resistance to domination, injustice and inequality. It is therefore surprising that there has been an increase in social inequality, since the start of political democracy in 1994. Recently, the five teachers’ unions refused to administer the Annual National Assessments. This action indicates some resistance to domination. In this article, we will first explore the concept of professional teacher agency in the light of teaching, both as a profession and as a vocation constrained by prior experience and social context. Second, we will draw on the curre

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김정아. "Teachers’ struggle for recognition : Focusing on resistance from teachers’ unions to the teacher pay-for-performance policy." Korean journal of sociology of education 28, no. 3 (2018): 31–56. http://dx.doi.org/10.32465/ksocio.2018.28.3.002.

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Pavlovic, Branka. "The challenges of leader's role of the teacher." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 388–402. http://dx.doi.org/10.2298/zipi0802388p.

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This paper deals with the leader's role of the teacher in school, as one of central persons in educational process, and the creation of a climate stimulative for learning. Besides defining the leader's role of the teacher, which is here treated as an aspect of participation in decision-making and responsibility, different manifestations of that role in school are discussed, as well as its importance for contemporary education and possibilities and challenges of encouraging the development of teachers-leaders. The results of several studies that present the leader's role of the teacher from the

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Morales, Joanelle, and Nick Bardo. "Narratives of Racial Reckoning: Oppression, Resistance, and Inspiration in English Classrooms." Journal of Culture and Values in Education 3, no. 2 (2020): 138–57. http://dx.doi.org/10.46303/jcve.2020.17.

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This narrative inquiry traces the experiences of five racially and ethnically diverse English Language Arts teachers as they move from their university coursework in a teacher education program to their student teaching and then into their first years teaching in a large urban school district in the Southeast. Through narrative inquiry, these teachers describe how language was/is used as a tool of racial oppression in their professional lives, how language served as resistance to racist discourses in their classrooms, and furthermore how language functioned to inspire through the disruption of

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Perumal, Juliet. "Student Resistance to and Teacher Normalisation of Radical Ideologies." International Journal of Learning: Annual Review 15, no. 1 (2008): 211–24. http://dx.doi.org/10.18848/1447-9494/cgp/v15i01/45572.

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Brunner, Dianne D. "Teacher Resistance and the Construction of More Educative Text." Teaching Education 4, no. 2 (1992): 97–106. http://dx.doi.org/10.1080/1047621920040211.

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cavalcanti, marilda C. "Collusion, resistance, and reflexivity: indigenous teacher education in Brazil." Linguistics and Education 8, no. 2 (1996): 175–88. http://dx.doi.org/10.1016/s0898-5898(96)90013-3.

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Gonzalez, Jorge E., J. Ron Nelson, Terry B. Gutkin, and Craig S. Shwery. "Teacher Resistance to School-Based Consultation with School Psychologists." Journal of Emotional and Behavioral Disorders 12, no. 1 (2004): 30–37. http://dx.doi.org/10.1177/10634266040120010401.

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Illes, Terry. "Breaking Down Teacher Resistance: A Tale of Two Models." ADHD Report 9, no. 3 (2001): 9–11. http://dx.doi.org/10.1521/adhd.9.3.9.19069.

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McKenzie, Kathryn Bell, and James Joseph Scheurich. "Teacher resistance to improvement of schools with diverse students." International Journal of Leadership in Education 11, no. 2 (2008): 117–33. http://dx.doi.org/10.1080/13603120801950122.

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Garrett, H. James, and Avner Segall. "(Re)Considerations of Ignorance and Resistance in Teacher Education." Journal of Teacher Education 64, no. 4 (2013): 294–304. http://dx.doi.org/10.1177/0022487113487752.

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48

Terhart, Ewald. "Teacher resistance against school reform: reflecting an inconvenient truth." School Leadership & Management 33, no. 5 (2013): 486–500. http://dx.doi.org/10.1080/13632434.2013.793494.

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Walker, Laurie, and Walter Epp. "Resistance to the Reform of Teacher Training in Kosovo." Interchange 41, no. 2 (2010): 103–22. http://dx.doi.org/10.1007/s10780-010-9124-1.

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Wiltse, Lynne, and Theresa Boyko. ""‘Cause It Has to Happen": Exploring Teachers’ Resistance to LGBT Literature and Issues in a Teacher Inquiry Group." LEARNing Landscapes 9, no. 1 (2015): 285–302. http://dx.doi.org/10.36510/learnland.v9i1.758.

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This paper explores teachers’ resistance to LGBT literature and issues by examining how a group of teachers, as part of a social justice research project, responded to an article that examined reasons why teachers who hold anti-homophobic views still resist teaching LGBT texts and topics in their classrooms. Boler and Zembylas’s (2002) notion of a "pedagogy of discomfort" provides a framework for understanding reluctance to move out of one’s comfort zone. The story of how one of the research participants pushed the boundaries of possibility by undertaking subsequent professional development in

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