Relevant bibliographies by topics / Teacher resistance

Contents

  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 (February 3, 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 for managers on developing a positive mindset and for teachers to take on a leadership role within the institution.
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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 (September 6, 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 resistance, and developing negative thoughts regarding school and the school community. For this purpose, to examine how physical education and sports teachers perceive students’ resistance behaviors throughout the school. Therefore, this study was designed as a descriptive study that reveals the current situation for 157 physical education and sports teachers working in the center of Şanlıurfa. In the study, Student Resistance Behaviors Scale Teacher Form SRBS-T which is a five-point Likert scale consisting of 25 items and four identifying factors that are “Hostile Attitudes towards Teacher Authority,” “Hostile Attitudes towards Teacher,” “Constantly Being Angry” and “Passive Resistance” was used. In analyzing the data, a t-test test was used in pairwise comparisons, and One-Way ANOVA tests were used in multiple comparisons. Tukey test was conducted to determine where the difference was in the group. In the study, the findings were statistically significant in the sub-dimensions of “Hostile Attitudes towards Teacher” and seniority, “Passive Resistance” and “Passive Resistance” at the school level. İn this study showed that there is no significant difference between genders in the sub-scales of SRBS-T and total scores. In addition “Hostile Attitudes towards the Teacher” sub-dimension were found to be significantly different in teachers with 16-20 years of seniority from other teachers. In the “passive resistance” dimension, teachers with 11-15 years of seniority had significantly higher scores than other teachers.
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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 (March 1, 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 student teachers make sense of neoliberal discourses in teaching? (b) How do student teachers experience the process of what Hammerness describes as “teacher visioning” in the context of neoliberal discourses? (c) What, if any, effect does visioning have on their responses to these discourses? We draw on qualitative data including focus groups, interviews, and document analysis from a group of early childhood student teachers enrolled in a public teacher education program and placed in field sites around eastern Massachusetts. Based on our findings, we argue that teacher visioning can, under certain circumstances, serve as an impetus for student teacher resistance to neoliberal pressures.
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Kato, Reiko. "Teacher's Resistance: A Case of a Japanese Middle School Teacher." Equity & Excellence in Education 46, no. 1 (January 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 (July 30, 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 of members of this professional category, especially during the period of their basic education. The hypothesis contradicts the common statement of an important portion of the literature on the subject of teacher resistance, according to which that resistance is due to poor teacher training.
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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 (November 1, 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 by divisions between workers within the context of established university hierarchies.
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Bickman, Martin. "Reader Response Joins the Resistance." Pedagogy 20, no. 2 (April 1, 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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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’s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order to help their students succeed, teachers may work around or silently disobey policy and curriculum. As this study highlights, the impact of resistance or rebellion is felt in different ways by schools, teachers, and students.

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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. This study examines resistance to standardized testing via the 'opt-out' movement organizing process. I specifically look at teachers' participation in organizing and resistance, and how positions as teachers and sometimes parents influence their participation. I frame the project with a post-structuralism lens, utilizing the Deleuzoguattarian concept of the rhizome to illustrate the complex and connected nature of teachers' involvement in this social movement.
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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 activism as a form of resistance against the raft of policy changes which they believed to be the root cause for the exodus. This thesis attempts to discover why they are motivated to do so. The National Union of Teachers (NUT) was chosen as a locus for recruitment of participants, primarily because it is the only trade union which permits exclusive membership to those who have achieved, or are working towards, Qualified Teacher Status (QTS). Narrative analysis was employed as the methodology for this study, because it can be particularly efficient when dealing with disruption or change in a person's life, or group of people's lives, whilst promoting empathy. Narrative analysis, in conjunction with a life history interview approach (Smith, 2012), was used, as these can enable a transformative experience in which the narrator can feel empowered as a result of their awareness of their situation. In total, 11 women from five different NUT demarcated regions across England were interviewed, ranging from the Northern, North West, Yorkshire/Midland, South East and London Regions. The thesis was steered and driven by the voices of the women teacher activists who describe and explain why they became activists, what they do and how they do it, in order to protect their profession and their colleagues. Their thoughts, feelings and behaviour were explored throughout. A substantial theoretical framework was provided through the work of Michalinos Zembylas, focusing on emotion and affect in education, and political and social justice issues. Zembylas's work highlights issues of teacher identity, teachers' self-formation, the emotional labour of teaching, resistance and power, and also elucidates the concepts of 'emotional ecology' and 'knowledge ecology' (Zembylas, 2007). Rooted in the social theory of post-structuralism, which explores the construction of meaning, Zembylas cites the work of Michel Foucault as a significant exponent of this thinking, examining the deconstruction of discourses which concern power relationships. iv The key findings show that the relationship between teachers and the government is strained. Teacher professionalism is perceived by government as an act of resistance in itself. The rapid changes caused by the government's neo-liberal education reform agenda have created a negative effect on teachers. The emotional investment that teachers make in their work causes them to be overworked and stressed, often damaging their mental health. Some implications from the findings show that the resistance of teachers to the current reforms is what drives their activism. Trade unionism is a vehicle for transformational change. Not only is transformational change possible through discourses, it is also possible to achieve within one's own self. The deprofessionalisation of teaching is not so much about the partnership with unqualified people at classroom level, but more about the attempts made by government to professionalise other areas of the education workforce which have led to the deprofessionalisation of teaching. Blame, therefore, should be directed towards the government.
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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 mandates that required any change to their current teaching practices. This study determined that professional development alone cannot induce true reform for ELs in the classroom as long as teachers are reluctant to transform themselves.
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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.
The six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues.
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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 suggesting how teachers of composition might use autoethnography as a way of doing critical work.
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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 in learning. The corpus of data was generated through a combination of semi-structured one to one interviews and a focus group interview. Drawing on Fairclough’s (1989, 2001, 2003) approach to Critical Discourse Analysis (CDA), excerpts from the data were chosen on the basis of their salience to the key themes of the study to describe, interpret and explain the opaque and contradictory discourse of disaffection. The teachers’ narratives largely located explanations for pupils’ disconnection from learning in pupils’ cognitive, emotional and behavioural pathologies or the influence of a moral underclass culture in their communities. The pupils’ counter-narratives suggested that their disengagement was a rational response to a perception of de-motivating curricula and disrespectful teachers, resulting in a counter school culture, where resistance accorded status among peers and compliance with teachers’ demands for conformity earned the derisory label ‘Neek’. The teacher’s narrative also revealed that curriculum overload and the preoccupation with attainment targets posed significant challenges in his attempts to engage disaffected learners. However, the success of the Alternative Education Programme highlighted the importance of flexibility and positive educator-pupil relationships in capturing and sustaining the interest of learners. It is argued that an adequate analysis of the determinants of disaffection ought to consider the impact of instrumentality in education on relationships in the situational, institutional and societal contexts of schooling. Furthermore, the significance of class, ethnicity and gender on the academic under-achievement of black working class boys, can not be overstated.
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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. San Francisco: Jossey-Bass, 1994.

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

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

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

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

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

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Peaceful resistance: Building a Palestinian university under occupation. London: 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. [s.l.]: typescript, 1996.

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

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The São Paulo Law School and the anti-Vargas resistance (1938-1945). Austin: 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, 61–76. Dordrecht: 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, 183–97. Boston, MA: 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, 205–21. Cham: 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, 192–215. London: 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, 155–70. Singapore: 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, 157–72. Dordrecht: 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, 175–87. Rotterdam: 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, 51–64. Cham: 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, 113–21. Rotterdam: 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, 213–22. Cham: 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 resources well enough to help the educator overcome the negative effects of stressful situations. The article reveals such characteristics of personality and social environment that facilitate or make possible adaptation to life stresses, promotes the development of a means of overcoming it, and increases stress resistance. These personal structures help a person cope with threatening circumstances and facilitate adaptation. The author analyzes the scientific and psychological approaches to understand personal resources, determinants of the choice of coping-strategies, and the influence of the characteristics of professional activity on the behavior of the individual. Questions about structure, functions, and types of coping behavior are raised. According to the majority of modern researchers, the generalized classification of the methods of mastering stressful circumstances is analyzed: coping aimed at evaluation; problem-oriented coping; coping aimed at emotions. Also presented were the most up-to-date and most modern models of coping resources, which can be viewed from different angles to look at the choice of coping-resources by the personality of the teacher, taking into account the conditions of his professional activity. The organization and methods of conducted research of the features of manifestation of coping-resources in teachers are described. The presented quantitative and qualitative results are disclosed according to the stages of the study. In particular, the analysis of teacher’s coping-strategies depending on the level of emotional burnout, ways of overcoming difficult life situations, as well as the methods of coping-behavior of the respondents. Relationships between teachers' coping-resources and emotional and mental stress as well as the monotony of professional activities are also identified. Adaptive and non-adaptive coping behaviors are differentiated in terms of cognitive, emotional, and behavioral coping strategies are analyzed separately. Based on the theoretical analysis of the scientific literature and empirical research, the author substantiates the relevant conclusions and recommendations for school educators on the effective use of their own coping resources.
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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. Valencia: 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 norms, not to mention resistance to technology adoption often stand in the way of learner agency and evolving self-directed learner identities, we focussed on pre-service teachers as a strategic step in changing these trajectories. Our results were encouraging in that for this group of participants there was evidence of change not only in responsibility for learning but in a metacognitive awareness of ‘how’ to learn – key ingredients in reaching personal and professional potential. We conclude that the use of technology needs to be re-conceptualized as not only an information provider but as a key player in constructing self-directed, lifelong learners. Keywords: self-directed learning, social media, lifelong learning, Teacher Education, ICT, learner identities
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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 experience?” This is a qualitative study. Two hundred fifty-seven preservice teachers educated in teacher training institutions in Israel participated in the study. Contribution: The study attempted to fill the missing pieces in the experience of providing and receiving peer feedback in the process of training for a teaching certificate. The topic of feedback has been extensively researched, but mostly from the point of view of experts providing feedback to the student, whereas this study examined peer feedback. In addition, many studies have examined the topic of feedback mainly from the point of view of the recipient. By contrast, in this study, all the students both gave and received feedback, and the topic was examined from the perspective of both the feedback recipient and the feedback provider. It was found that receiving feedback and providing feedback are affected by the same emotional and behavioral influences, at the visible, concealed, and hidden levels. Findings: It was found that in oral feedback given by students face-to-face they took into account the feelings of the recipient of the feedback, more so than when feedback was given in writing on the course site. It was found also that most students considered it easier to provide feedback in writing than orally, for two reasons: first, it allowed them to edit and focus their feedback, and second, because of the physical distance from the student to whom the feedback applied. About 45% noted that the feedback they provided to others reflected their own feelings and difficulties. It was found that both giving and receiving feedback was influenced by the same emotional and behavioral layers: visible, concealed, and hidden. Recommendations for Practitioners: When an expert gives feedback, the expert has more experience than the students and wants to share this experience with others. This is not the case with peer feedback, where everybody is in the process of training, and the feedback is not necessarily expert. Therefore, clarification and discussion of feedback are of great importance for the development of both feedback provider and recipient. Recommendation for Researchers: About 45% of preservice teachers noticed that the feedback they provided to others stemmed from their own internal issues, and therefore dialogic feedback stimulated a sense of learning, empowerment, and professional development. Dialogic feedback may clarify for both provider and recipient what their habits, needs, and difficulties are and advance them in their professional development. Impact on Society: People must ask themselves whether they are in a position of conducting a dialogue or in a position of resistance to what is happening in the lesson. A sense of resistance to what is happening in the lesson may cause one to feel attacked and in need of defending oneself, and therefore to criticize. It is difficult to establish fruitful and enriching dialogue in a state of resistance, and with the desire to defend oneself and go on attack. Future Research: Knowledge of virtual feedback needs to be deepened. Does the feedback stem from the desire to advance the student who taught the lesson? Does the feedback stem from anger? etc.
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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. New York, NY, USA: 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. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
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