Relevant bibliographies by topics / Teachers' resistance

Contents

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

Academic literature on the topic 'Teachers' resistance'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Teachers' 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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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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Chamberlain, Rachel, Peter C. Scales, and Jenna Sethi. "Competing discourses of power in teachers’ stories of challenging relationships with students." Power and Education 12, no. 2 (June 18, 2020): 139–56. http://dx.doi.org/10.1177/1757743820931118.

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Student–teacher relationships have been largely explored in literature from the perspective of successful relationships, i.e., what constitutes a successful relationship and how teachers build them. However, in moments of student defiance, resistance or pushback, how do teachers react? When teachers recount such moments, is the narrative one describing the teacher’s attempt to maintain authority and order, or do teachers provide a different narrative when recounting how they dealt with these difficult moments with students? This study seeks to identify narratives of power in teachers’ discourse within their stories about challenges in their relationships with students. Challenging relationships among teachers and students can stem from a struggle with power. Findings from the study examine how teachers use discourse to position themselves and their students within structures of power when reflecting on difficult or challenging relationships with students. The stories in this study contain some evidence of students’ resistance in refusing to meet teachers’ expectations or by pushing back on a teacher’s behaviour. Yet, teachers struggled to balance their authority and share power with students to negotiate a solution.
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Lomba-Portela, Lucía, Sara Domínguez-Lloria, and Margarita Rosa Pino-Juste. "Resistances to Educational Change: Teachers’ Perceptions." Education Sciences 12, no. 5 (May 20, 2022): 359. http://dx.doi.org/10.3390/educsci12050359.

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Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers’ beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive functions are the most common aspects of resistance. There is greater resistance to change among men and in public schools and as the experience and age of the teaching staff increases. Based on the results, it is suggested that the educational center be placed as the unit of change, increasing the leadership of the director to carry out the changes suggested by the center itself, fostering teamwork among teachers, and institutionally supporting innovative initiatives that are evaluated or facilitating teacher training in relation to their teaching practice.
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Acker, Sandra. "Teachers, Gender and Resistance." British Journal of Sociology of Education 9, no. 3 (September 1988): 307–22. http://dx.doi.org/10.1080/0142569880090304.

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Kamilah, Nur. "Attribution theory in EFL teacher’s resistance of using technology." UAD TEFL International Conference 2 (January 18, 2021): 165. http://dx.doi.org/10.12928/utic.v2.5752.2019.

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It is now a trend to research the teacher's perspectives of using technology in a language class. However, the reasons why teachers keep perspectives are not well studied. It is known in the view of naive psychology, that what a person regards something matters more than how it actually is. To view success or failure, it is very humane to make excuses or reasons for how it happened. In the case of teacher’s reluctance of using technology in a language class, the present study aimed at explaining what could have underlain their resistance to using technology in their language classes, especially from the view of attribution theory. The study applied a qualitative approach using the phenomenology research design. The participants of the study were three high school language teachers from Situbondo, Indonesia. Added to the researcher as the primary research instrument were the interview and field notes. The findings of the study indicate that teachers have personally considered their resistance as something stable and uncontrollable. They believe that they become resistant because they do not have control over their ability as they believe the younger fellows are gifted with the ability to use IT fluently in the classroom. The findings imply that teachers are reluctant to use technology in the class because they fear failure when using technology in the classroom. It suggests that the magnitude of teachers’ attribution could determine what they could achieve in their professional development.
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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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Litvinaitė, Jūratė. "Between resistance and collaboration: A teacher's professional activity in the Third Space." Journal of Education Culture and Society 13, no. 1 (June 30, 2022): 157–71. http://dx.doi.org/10.15503/jecs2022.1.157.171.

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The article proposes to examine teachers' professional activity with the help of P. Bourdieu's theory of sociology of education and the theory of postcolonialism. According to P. Bourdieu's theory, it is revealed how the teachers' habitus, acting under the pressure of external structures, reproduces a culture that ensures the continuity of the position of dominant classes. In this respect, the teacher is similar to a colonizer sent to civilize by barbarian tribes. From a postcolonial perspective, the processes of cultural imposition are disrupted as cultural resistance in the "barbarian" tribes intensifies. Rejecting the one-way cultural movement (from colonist to colonized), postcolonialism speaks of encounters in which both sides undergo cultural change. A Third Space is formed, in which a hybrid culture is created. In this sense, the teacher can no longer be seen as the conqueror of new generations. He/ she is a social agent looking for his/ her own strategies and ways of survival. Taking over Other's culture is the teacher's resistance in professional terms and collaborating with the Other's culture. Resistance and collaboration interrupt reproduction and expand the hybrid culture. It is a state of uncertainty and tension that leads to dissatisfaction with professional activities. This interpretation seeks to explain the decline in the prestige of the teaching profession and teachers' own dissatisfaction with their work, as recorded in OECD TALIS 2018 research. Concept. P. Bourdieu states that the purpose of a school is to reproduce power relations. Teachers, using their authority, implement a culture that supports the position of the dominant class. However, various new studies show a decline in teachers' authority. The rupture of hierarchical connections in the process of culture imposition is being studied in postcolonialism. By applying the ideas of H. K. Bhabha, the modern teacher activity can be explained not as a cultural reproduction but as a teacher's constant encounters with the culture of the Other. A space where cultural encounters take place, K. H. Bhabha names the Third Space. Here a new hybrid culture emerges, and a school becomes open to otherness and diversity.
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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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Hesse, Douglas. "Teachers as Students, Reflecting Resistance." College Composition and Communication 44, no. 2 (May 1993): 224. http://dx.doi.org/10.2307/358840.

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Dissertations / Theses on the topic "Teachers' resistance"

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Owens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum." Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.

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Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students’ literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students’ literacy skills. This paper analyzes teachers’ praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers’ pedagogical choices in relation to resistance?

The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity.

Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students’ literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students’ social capital instead.

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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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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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Steinhoff, George. "Examining and addressing resistance to change in an elementary school." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 232 p, 2008. http://proquest.umi.com/pqdweb?did=1456290041&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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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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Fisher, James, and University of Lethbridge Faculty of Education. "D.A.R.E. (Drug abuse resistance education) : perceptions of teachers, principals, and school resource officers." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002. http://hdl.handle.net/10133/179.

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This study employs interviews to measure the perceptions of sixteen teachers, nine school principals, and seven School Resource Officers on the Drug Abuse Resistance Education (DARE) program, offered to grade six students in one small (population approximately 70,000) city in western Canada. Perceptions in three areas are examined: curricular content, program delivery, and efficacy. Subjects overwhelming viewed the curricular content favourably. Similarly, there was strong agreement that the program was well delivered. The efficacy of the program was judged less positively; however, this did not mitigate the subjects' strong desire to continue implementation of the program. These results are consistent with the research literature on DARE which documents the popularity of the program, but acknowledges that it appears to have limited effects upon reducing student drug use. The results of this study are used to examine five options for delivering an in-school program for preventing or reducing drug abuse and violence among students. The options explored range from retaining the DARE program in its current form, to eliminating it, reforming it, implementing an alternative program, or designing an entirely new drug and violence prevention program. The conclusion drawn is that the DARE program should be withdrawn and replaced with an entirely new drug and violence prevention program and curriculum specific to community realities and needs.
vii, 109 leaves ; 28 cm.
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Downey-Skochdopole, Laura. "Teachers in an online Earth Systems Science course : mediating tensions of resistance and reproduction /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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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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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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Weeda, Jocelyn R. "Cultivating the Fire With(In): Teacher's Resistance in an Age of Corporate Reform." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407193226.

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Books on the topic "Teachers' 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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Rhetoric and resistance in the corporate academy. Cresskill, NJ: Hampton Press, 2008.

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

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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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Chumak, Pavel, and Ol'ga Kononova. Resistance of materials of aircraft structures. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1196555.

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The basic terms and definitions of the theory of resistance of materials are described. The geometrical characteristics of cross sections and all types of deformations, including complex resistance, are considered. Special attention is paid to the calculation of structural elements for rigidity and stability. Examples of calculations for all types of deformations are given. Complies with the aviation course programs and the requirements of the federal state educational standards of higher education of the latest generation. Designed for aviation specialties of universities, it can be useful for students of engineering specialties, designers of machine-building production, assistants and young teachers.
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Peaceful resistance: Building a Palestinian university under occupation. London: Pluto Press, 2010.

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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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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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Sun-sŏk, Hong, ed. Na ŭi ch'ŏngch'un: Han haktobyŏng i kŏrŏon kil : Koch'ŏl Chŏng Ch'ŏl-su Sŏnsaeng yugojip. Sŏul: Ch'aeryun, 2013.

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Book chapters on the topic "Teachers' resistance"

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Adams, Erin, Sohyun An, Jillian Ford, and Sanjuana Rodriguez. "White teachers, Brown yoga." In Practicing Yoga as Resistance, 219–37. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge research in race and ethnicity ; 38: Routledge, 2021. http://dx.doi.org/10.4324/9781003033073-17.

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Warren, Amber N., and Natalia A. Ward. "Negotiating the limits of teacher agency: constructed constraints vs. capacity to act in preservice teachers' descriptions of teaching emergent bilingual learners." In Voice, Agency and Resistance, 81–97. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003373674-6.

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Öznacar, Behcet, and Nevriye Yilmaz. "Evaluation of Primary School Teachers’ Resistance to Change." In Artificial Intelligence and Applied Mathematics in Engineering Problems, 775–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36178-5_67.

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Wallwork, Adrian. "Giving Students Advice, Dealing with Their Resistance, Handling Different Nationalities." In English for Academic Research: A Guide for Teachers, 157–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32687-0_16.

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Gnatyshina, E., N. Uvarina, A. Savchenkov, N. Pakhtusova, O. Shumakova, and N. Savelyeva. "Stress Resistance of Teachers as One of Factors of Effective Educational Activities." In Proceeding of the International Science and Technology Conference "FarEastСon 2020", 761–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0953-4_75.

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Hamlaoui, Sihem. "Teachers’ Resistance to Educational Change and Innovations in the Middle East and North Africa: A Case Study of Tunisian Universities." In Re-Configurations, 171–84. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31160-5_11.

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Abstract The effective implementation of change remains a crucial concern for educational leaders in the twenty-first Century. One of the major challenges to the effective implementation of reforms is the resistance to change among teachers or staff members, as this habit slows the process of implementation of any educational reform. Resistance to technology has been found to be a prominent reason for most system failures. This highlights the importance of understanding technology resistance causes, and possible remedies. Studies have explored the black box of resistance and suggested a theoretical explanation. This chapter seeks to expose the hidden reasons for Tunisian faculty members’ resistance to digitalization and suggests a theoretical implementation strategy for reaching the intended reform goals.
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Aliagas, Cristina, and Tugba Mutlu. "Teachers’ Resistance to Mobile Learning in Turkey and Spain: What Similarities? What Differences?" In Communications in Computer and Information Science, 494–505. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13472-3_47.

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Nikolenko, Oksana, and Lyudmila Zheldochenko. "Stress Resistance of Future Teachers-Psychologists at the Stage of Training at the University." In XIV International Scientific Conference “INTERAGROMASH 2021”, 847–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80946-1_77.

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Mason, Jonathan, Yosri Ben Ammar, Sarra Romdhane, and Shahira Tarash. "Receptivity and Resistance of Students and Teachers to Learner Agency in Topic and Text Selection." In English Language Teaching Research in the Middle East and North Africa, 531–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_24.

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Martinelli, Chiara. "L’educazione civica e la Resistenza: prospettive di Public History of Education." In Raccontare la Resistenza a scuola, 173–83. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-650-6.23.

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The introduction of civic education in the scholastic curriculum has offered to schools new opportunities for coping with the study of Resistance movement and other events occurred in contemporary history. Through some relevant didactic unit, the paper aims at giving to teachers some pratical examples, using the methodology of the Public History of Education.
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Conference papers on the topic "Teachers' resistance"

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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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Golubović, Dejan. "Da li obuke nastavnika za rad u digitalnom okruženju utiču na promenu odnosa prema digitalizaciji nastave?" In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.331g.

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The goal of the study that was conducted in the High School of Economics and Trade in Zaječar was to establish whether and to what extent teacher training courses on work in a digital environment contribute to a change in a teacher’s attitude to the digitalization of education. Two online surveys (the Google questionnaire) were conducted, with 68 teachers participating. The first survey was conducted at the beginning of the coronavirus pandemic and the second one 6 months later. The study began with the hypothesis that a rather strong resistance to digitalization exhibited in the first survey would, after a series of training courses, grow weaker in intensity as more and more advantages are listed. The results of both surveys showed an equally negative attitude to digitalization, with the reasons of resistance being different – in the first survey, they include inexperience in work with digital tools, and in the second one they include the impossibility of making an objective evaluation of students’ achievements and increased workload. The conclusion is that in the digital model of education teachers recognize inherent weaknesses, for which reason it is viewed solely as an addition to the traditional form of teaching.
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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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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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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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Golubchikova, M. G., O. Yu Bagadaeva, and M. R. Arpentieva. "Professional Independence and Stress Resistance of Teachers in Preschool Educational Organizations." In INTERNATIONAL SCIENTIFIC FORUM ON SUSTAINABLE DEVELOPMENT OF SOCIO-ECONOMIC SYSTEMS. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010671100003223.

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Isch, Edgar. "Privatizing Trends in Education in the Americas and Resistance From Teachers' Unions." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888727.

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Pranckūnienė, Eglė, Rūta Girdzijauskienė, Remigijus Bubnys, and Liudmila Rupšienė. "Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.56.

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After the World Health Organization announced the COVID-19 pandemic in March 2020, education systems were forced to move instruction to the virtual world. It drastically changed the interplay between teachers and learners, educational content, and the learning environment. When scrutinising the experience of teacher educators, we realised that it was important to focus on their discoveries. Collective reflection and collaborative autoethnography of four teacher educators developed into a reflective process of creating collective knowledge about their lived experience of coping with the new reality of teaching. The research was carried out in four steps: collective reflection on the context of education and individual lived experiences, collective analyses of transcribed first-person narratives, collective interpretation of the first-person narratives, co-creation of insights, and implications for the future of teacher training. The paper discusses the discoveries of four teacher educators made during the pandemic period: the benefits of communication technology, new interpersonal relations, the dynamics of self-learning, and a new concept of multiple educational spaces. The research results showed that the online teaching and technological breakthrough encouraged teacher educators to use various online platforms and technological tools, to develop new teaching strategies, to find effective ways of communication, to focus more on the organisation of teaching and learning, the usage of multiple learning spaces, and teaching multimodality. At the end of this paper, we provide some insights for teacher education: teacher education programmes should create conditions for student transformative learning preparing prospective teachers to live and work in a rapidly changing and challenging world, to create space and time to develop important qualities of student teachers such as flexibility, the ability to adapt to changing circumstances and resistance to physical and emotional disturbances.
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Sánchez-Prieto, José Carlos, Susana Olmos Migueláñez, and Francisco J. García-Peñalvo. "Assessment of pre-primary education pre-service teachers dispositional resistance to change using RCS." In TEEM'16: 4th International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3012430.3012519.

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Reports on the topic "Teachers' resistance"

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Osadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk, and Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.

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The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory has been described. Within the framework of the corresponding concept of cooperation, an integrative ap- proach to the process of personality’s stress resistance development has been designed and implemented. It is based on the complex combination of tradition- al psycho-diagnostic and training technologies with innovative AR/VR technol- ogies. According to the results it has been revealed that the implementation of a psycho-correction program with elements of AR technologies has promoted an increase of the level of personality’s emotional stability and stress resistance. The level of future specialists’ situational and personal anxiety has decreased; the level of insecurity, inferiority, anxiety about work, sensitivity to failures has also decreased; the level of flexibility of thinking and behavior, ability to switch from one type of activity to another one has increased; general level of person- ality’s adaptive abilities has also increased. The perspectives of further research include the analysis of the impact of AR/VR technologies on the future profes- sionals’ psychological characteristics in order to optimize the process of im- plementing a learner-centered approach into the system of higher education.
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