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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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2

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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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 (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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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 (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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6

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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8

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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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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11

Jacobs, Jennifer, Alison Boardman, Ashley Potvin, and Chao Wang. "Understanding teacher resistance to instructional coaching." Professional Development in Education 44, no. 5 (October 19, 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 (January 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 (June 17, 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 resistance to parents: minimizing professional responsibility for engaging parents, masking racist perspectives through geographic and social distance, and misdirecting attention away from parents’ rights to judge education as a public good.

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Taylor, Kara Michelle, Evan M. Taylor, Paul Hartman, Rebecca Woodard, Andrea Vaughan, Rick Coppola, Daniel J. Rocha, and Emily Machado. "Expanding repertoires of resistance." English Teaching: Practice & Critique 18, no. 2 (June 3, 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 three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices. Findings Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues. Research limitations/implications Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies. Practical implications Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies. Originality/value Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.

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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 (May 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 (July 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 instructional improvement. Also for these positions to contribute to instructional change, teacher leaders require the support of school administrators who offer guidance to teacher leaders and set expectations for teachers with regard to the enactment of teacher leadership roles.

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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 a neuroacoustic program in increasing stress resistance in students – future teachers. To test the hypothesis on the influence of neuroacoustic program on the increase of stress tolerance in students training to become teachers, the authors conduct a study using the Perceived Stress Scale by S. Cohen and G. Williamson at the ascertaining and control stages and deploying the developed neuroacoustic program at the formative stage. The conducted study allows to determine and prove that the mastery of neuroacoustic methods increases stress resistance in students training to become teachers. Constant overload, disruptive student behavior, and increased demands are the causes of emotional stress in teachers. The presented method teaches future specialists to cope with stress factors in professional pedagogical activity, allows them to resist emotional and professional burnout, and thereby creates optimal conditions for psychological readiness for the profession of a teacher. The technique can be used in organizations of secondary and higher education.

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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 found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers’ and teacher educators’ roles in protest at this moment when both are expanding simultaneously.

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Sarı, Mediha, and Ece Yolcu. "Students’ Resistance Behaviors: What Do Turkish Primary Teachers Face?" Acta Educationis Generalis 10, no. 2 (August 1, 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 satisfaction. Therefore, these issues should be elaborated carefully. However, despite the importance indicated in the literature, students’ resistance behaviors are one of the neglected issues that are not investigated adequately. With reference to this need, the presented study aims to identify perceptions of primary school teachers about students’ resistance behaviors.Methods:The participants were 152 primary school teachers. Data were collected through the Student Resistance Behaviors Scale for Teachers (SRBS-T) and Teacher Interview Form. In addition to descriptive statistics, data were analyzed using t-test and one-way ANOVA. Also, a qualitative descriptive analysis was conducted regarding qualitative data of the study.Results:Results show that the mean scores for SRBS were “medium” on a 5-point Likert scale. While teachers’ perceptions about resistance behaviors showed no significant differences according to gender and the type of school they graduated from, scores showed significant differences in terms of teachers’ years of seniority. According to the teachers, the most encountered resistant behaviors were gathered under the themes of resistance to teacher authority and hostile attitudes towards the teacher/peers.Discussion:Through discussion, the results obtained by the scale and interviews were discussed. All the findings showed that teachers are important receivers of resistance behaviors and they are facing with different types of resistance in the classroom.Limitations:It is obvious that these results were limited to the reached primary school teachers. Another limitation was that the data within the study collected via SRBS-T and interviews.Conclusions:The study showed that teachers and students are the key components of the educational process and students could show resistance to both the process and teachers in different ways. As this study only focused on primary teachers’ experiences, more studies could be organized through understanding the resistance middle and high school teachers face with as well. Further research could be conducted with students to see how they feel and behave when they feel resistance as well as with other teachers working at various levels of education and in various institutions.

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Knight, Jim. "What Can We Do about Teacher Resistance?" Phi Delta Kappan 90, no. 7 (March 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 (July 10, 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 to address their existential and relational difficulties and contributes to a teacher education that sees teacher identity and practice as highly relational and situated. Examples of a fully committed therapeutic reflexivity are given, alongside some research results of their transformational potential. It is proposed that the generation of empirical evidence for the efficacy of therapeutic reflexivity will permit its advocates to answer critics and overcome a systemic resistance.

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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 (April 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, high expectations, and creativity. In this environment, teachers who resist experience professional isolation and schools experience teacher attrition. Through these two cases, Achinstein and Ogawa express concern about the negative impact of educational reforms that are guided by technical and moralistic control.

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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 and suggests that teacher unions’ stances, including when they are resistant, are rational and, arguably, necessary.

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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 (March 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 compliance, and view contextual variation in its take up as an opportunity to learn. Framing teacher resistance to CRE as a multilevel learning problem provides a way forward by shifting the perception of resistance as simply negative to an understanding of resistance as a diagnostic tool, or warning signal about when, where, for whom, and why a change can be particularly difficult. By representing our review of the literature as a problem space map, we offer a tool that can be used to pinpoint, anticipate, and preemptively address the multilevel factors that contribute to teachers’ resistance to CRE.

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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 paper lists strategies for the multicultural education of teachers who are members of the majority population and discusses the educational effects of these strategies. The third part of the paper discusses the approaches based on the model of crosscultural teacher development that facilitate the understanding of teacher behaviour and their resistance to change, as well as the adapting and sequencing of courses for future teachers. The concluding part of the paper offers recommendations for enhancing multicultural teacher education.

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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 from three different states examine the practical and political effects of TPAs in their local contexts. By analyzing the curricular, pedagogical, and political implications of this high-stakes standardization of their field, they speak back to a policy landscape that too often marginalizes the voices of the teachers and students it purports to serve. Throughout, they examine the dilemmas of practice created by TPAs, as teachers and teacher educators seek to redefine what it means to enact justice-oriented professional agency in an increasingly regulated context. A critical counternarrative methodological approach was used to collect and process the authors’ lived stories and then to collaboratively reflect upon each other’s personal/professional experiences with TPAs. Several strategies are identified for enacting agency in response to TPAs, including curricular acts of resistance, resistance through participation in state legislative processes, policymaking within teacher education programs, the production of activist scholarship, and refusal to participate at all. Ways are suggested for teacher educators to minimize, mitigate, and resist unjust policy through curricular, political, and scholarly activism.

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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 and development. Drawing upon data collected within English schools the article explores how teachers have responded to this new policy environment in ways that are sensitive to how neo-liberal policy has been re-contextualized and re-translated in different educational settings. This reveals both the power of this New Right inspired permanent revolution of educational change in English schools and the complexities of how it has been variously embraced, accommodated and resisted by teachers. The article concludes with a discussion that explores the meaning of resistance in the context of what are identified as restricted teacher professional identities where affordances for professional practices lying outside of neo-liberal subjectivities have been dramatically reduced.

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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 (March 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 (February 19, 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 teacher education. We argue that admission of the limits of teacher agency may be the source of ethical insight, educational opportunity, and political resistance for student teachers and teacher educators.

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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 (March 21, 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 emphasizing hierarchical administration and a narrow understanding of the school’s responsibilities. Teacher agency, therefore, was insufficient to systematically protect students and foster gender equity. The article suggests that teacher agency to enhance GSS in Kenya could be expanded through teachers’ collective empowerment using community-based networks alongside the integration of monitoring and evaluation processes in existing gender equality and child protection policies. It further recommends the GSS framework as a means for monitoring SDG 4’s commitments to gender equality and child protection in schools.

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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 (November 8, 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 (November 19, 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 (December 17, 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 in its title, situated in the various US socio-political contexts that have negatively impacted people of color since the country’s formation. The book reminds us of the important role that literature has on the lives of children; and its potential to either affirm an asset-based perspective connected to their lives, cultural identities, gender constructions, and home language practices of Chicanx children and youth, or to perpetuate harmful deficit views. Furthermore, the book reminds us that powerful children’s and YA literature can help raise Chicanx children’s consciousness, even from a young age, towards sustaining self-love in the uplifting of Chicanx identity, culture, and linguistic practices. (Rowman & Littlefield, 2018)

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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 (January 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 current assessment context to outline its problems and perspectives, and consider within this context the enabling and constraining conditions for teacher agency. Third, we will discuss how assessment as a tool for monitoring teacher performance may impede the conditions for quality education. Finally, we would like to propose that the delivery of a good quality education requires adopting a teacher education model which supports agency, and in which the design of diagnostic assessments is locally responsive.

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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 (September 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 point of view of different participants in school life are displayed. It is concluded that leadership of teachers in school is desirable and that it should be encouraged, since it contributes to democratisation of school climate, stimulates pupils' achievements, motivates other teachers, as well as that it is necessary to analyze numerous obstacles to leadership of teachers. Among the most important obstacles are those stemming from institutional inertia, the fear of taking risks and resistance of school principals to developing the leadership of teachers.

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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 (December 22, 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 racist discourse. These narratives illuminate the intersections of race, ethnicity, language, education, and power and how teachers can both disrupt and sustain canonical narratives and discourses.

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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 (January 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 (January 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 (January 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 (June 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 (April 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 (May 9, 2013): 294–304. http://dx.doi.org/10.1177/0022487113487752.

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Terhart, Ewald. "Teacher resistance against school reform: reflecting an inconvenient truth." School Leadership & Management 33, no. 5 (November 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 (April 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 (September 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 initiatives at her school offers an alternative to teacher resistance.

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