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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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Zalewska-Bujak, Małgorzata Marta. "In Search for Teachers' Resistance - Based on Teachers’ Narration." Lubelski Rocznik Pedagogiczny 41, no. 1 (April 19, 2022): 23–40. http://dx.doi.org/10.17951/lrp.2022.41.1.23-40.
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Nolan, Kathleen. "La Educación in Room 320: Toward a Theory of Care-Based Resistance in the Context of Neoliberal School Reform." Teachers College Record: The Voice of Scholarship in Education 117, no. 5 (May 2015): 1–30. http://dx.doi.org/10.1177/016146811511700506.
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Background/Context Research has illustrated that current neoliberal educational policy trends, such as data-driven accountability, the use of Common Core-aligned scripted curricula, and punitive classroom management approaches, have undermined teacher autonomy and compromised teachers’ ability to build meaningful relationships with their students. Nowhere is the impact of these policy trends felt more than in low-performing urban schools in the midst of intense reform. Research on the resistance practices of teachers in the context of reform frequently presents a negative conception of teacher resistance as a psychological reaction to change. Other more positive conceptions of resistance provide insight into the political and professional motivations for resistance. Little research to date, however, illuminates the subtle forms of resistance some teachers practice as they “push back” against the deleterious impact of neoliberal education policy on student–teacher relations. Purpose The study examined the ways in which urban teachers negotiate and “push back” against neoliberal reform. This article reports on what the author calls care-based resistance, a form of teacher resistance that is rooted in an ethic of authentic care and culturally responsive pedagogy. Research Design This study draws on a larger critical ethnographic study of policy enactments in two urban schools experiencing intense reform. In the current study, the author draws on critical policy studies and empirical studies of neoliberal school reform to explicate the transformation of teachers’ work and the ways in which current policy compromises authentically caring teacher–student relationships. The author then draws on care theory, theories of resistance, and culturally responsive pedagogy to develop the concept of care-based resistance. Finally, the author uses the method of portraiture to present an illustrative example of care-based resistance based on the practices of one bilingual science teacher. Conclusions The analysis and illustrative portrait of care-based resistance help to challenge the mainstream constructs of teacher resistance found in the organizational change and school leadership literatures that describe resistance in negative terms as an obstruction to school improvement. The author also distinguishes care-based resistance from other forms of teacher resistance that stem from teachers’ political or professional stances. Alternatively, a theory of care-based resistance provides a framework for gaining insight into the ways some teachers push back against the dominant ethos of reform in order to be culturally responsive and create a protected space for their students in which authentically caring relationships can flourish. The analysis draws attention to micro-level cultural practices and nuanced acts of teacher resistance that are often overlooked and sometimes even perceived as accommodation but that are indeed important modes of resistance in our current policy context. “Oh, you can just forget project-based learning! It doesn't fit. We have this new [scripted] program, you know. Really, there's no time for anything…. It's just no fun anymore. The pressure is tremendous, and let me tell you, it [the new curriculum] doesn't really always make sense for our kids. They didn't have it last year or the year before, so they don't really have the proper foundation for this stuff.”— Doris, veteran teacher during a discussion on how things have changed over the last 10 years
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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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Attias, Michelle, and Audrey Reeves. "Collaborative Poetic Inquiry as Micro-Resistance." Research in Arts and Education 2021, no. 4 (December 31, 2021): 136–63. http://dx.doi.org/10.54916/rae.119492.
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Two teachers explore conflicts at the intersection of their personal and professional identities in public university spaces, examining reconciliation of identities in dissonance using collaborative poetic inquiry. Normative expectations permeate the academy, defined in the United States through White, male, middle class, non-disabled, able-minded, heterosexual, and Christian values, requiring teachers operating outside of these frameworks to perform in ways which place them in contradiction. This article proposes a collaborative, experimental poetic process to reflect on marginalized aspects of identity, intellectualize power dynamics involved in workplace conflicts, explore dynamics of privilege-oppression, and assess which parts of identity to sustain and which to reconcile to enable coexistence. Suggestions for art teacher outliers include finding tertiary relationships, creating collaborative poetic assemblages to bring clarification to workplace conflicts, and creating opportunities to reposition oneself within new narratives. This research provides a space for all teachers to build resilience in education spaces.
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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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Méndez Rivera, Pilar. "Discourse: Space for the constitution of the subject." Colombian Applied Linguistics Journal 14, no. 1 (June 14, 2012): 180. http://dx.doi.org/10.14483/22487085.3828.
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Discourse has been pointed as a site of struggle for power. However, when analyzing the teachers’ discourse of resistance to educationalreforms has been privileged an orientation that prescribes discourse-power relations to mere relations of protest and opposition. This paperexplores the relationship between subject, discourse and power in the Foucaultian perspective to make clear a relationdiscourse-power that enables the teacher to constitute himself as subject for practices of self-knowledge. As a context for theanalysis of these relationships is used the speeches of teachers organized in the FECODE against educational reformaround evaluation of learning and students promotion in Colombia, Decree 1290 of 2009, to identify ways of subjectconstitution, forms of resistance and delegitimation, revealing relationships between the state’s reform discourse andthe collective subject teacher’s anti discourse. In this setting is important to note how discourses become spaces for theconstruction of subjectivities. Particularly, I am interested in analyzing the speeches of FECODE to analyze knowledgepower-resistance as a way teachers think of themselves collective subject of actions and knowledge to fight for their field ofknowledge: evaluation of learning.
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Dunn, Alyssa Hadley. "Leaving a Profession after It's Left You: Teachers’ Public Resignation Letters as Resistance Amidst Neoliberalism." Teachers College Record: The Voice of Scholarship in Education 120, no. 9 (September 2018): 1–34. http://dx.doi.org/10.1177/016146811812000906.
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Context Though there is a growing field of research on what makes teachers leave, little research includes an analysis of narratives written directly by teachers. Yet, amidst a growing body of teacher writing and a surge in digital media, there has emerged a new genre of teachers’ public resignation letters, many of which go “viral” when posted online. This research is contextualized by literature on teacher attrition and neoliberalism and framed within theories of teacher agency and teacher resistance. Purpose Within a context where the letters themselves are becoming more popular and the rates of teacher attrition continue to rise in troubling ways, this study explores a new genre by investigating the content and strategies employed in public resignation letters from teachers around the United States. Research Design This research employed a qualitative design, drawing on methods of content analysis, to analyze 23 publicly available resignation letters. Conclusions I argue that these letters represent a new form of public discourse. This discourse allows teachers to exercise their personal and professional agency in the form of resistance to dominant narratives about what public education is and should be and what current neoliberal reforms are doing to teachers and students. These among other reasons I uncovered through thematic coding are linked to contextual factors rather than individual ones, pointing to the limits of retention in a climate that does not support teachers’ agency. Further, the majority of reasons for leaving are explicitly or implicitly tied to current neoliberal educational policies. According to their letters, teachers left the profession because (1) neoliberal reforms and policies threatened learning conditions and (2) these reforms had negative consequences for teachers’ working conditions and beliefs. Specific neoliberal reforms and policies that were mentioned in the letters include: increased standardized testing and restrictions on curriculum, which teachers argued reflected a lack of care for students’ socioemotional needs; decreasing pay/benefits; and punitive teacher evaluation systems. In addition, the consequences of these reforms meant that teachers felt: a lack of time, a mismatch between their beliefs and the reality of teaching in today's educational climate, and a lack of trust and respect for their profession, and a lack of control over their working conditions.
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Kuzikova, Svitlana, and Tetiana Shcherbak. "Theoretical and empirical analysis of the problem of resilience and stress resistance in pedagogical activity." Psychological Journal, no. 8 (June 10, 2022): 39–46. http://dx.doi.org/10.31499/2617-2100.8.2022.258313.
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It is well known that pedagogical professional activity is characterized by excessive stress. First of all, this is due to the high level of responsibility of the teacher. This profession has a low social status, as a result of which employees of educational institutions constantly feel social insecurity. These factors significantly affect the neuro-mental stability of teachers and cause chronic stress.
The purpose of the article is to theoretically and empirically investigate the psychological features of resilience in in teachers, to determine the competencies and characteristics of personality that will help teachers to becomeresilience to stressors they constantly face in their work, while maintaining efficiency and effectiveness in performing professional responsibilities. Domestic and foreign approaches to the definition of resilience have been analyzed in the article. Resilience is defined as person’s stability to the effects of stressful events and factors, while maintaining the ability to recover and the desire to develop and grow as a professional. The issue of psychological features of resilience and stress resistance in accordance with the specifics of the teacher's activity has been revealed.An empirical research of the levels of resilience and stress resistance of teachers and students-future teachers has been conducted using psychodiagnostic techniques: «Brief Resilience Scale» by B. Smith and «Stress Resistance Test» by Yu. Shcherbatykh. The research has showed mostly low and medium levels of resilience in both teachers and future teachers. Both samples had an average level of general indicator of stress resistance, but the scale «Destructive ways to overcome stress» among students-future teachers showed a high level, indicating a lack of skills in effective behavior in stressful situations. Empirical data have been processed and analyzed using methods of mathematical statistics (Pearson's correlation coefficient). As a result, a correlation has been established between the scales of the method «Stress Resistance Test» by Yu. Shcherbatykh: psychosomatics and increased reaction to circumstances; psychosomatics and the tendency to complicate things. The inverse correlation has been defined between resilience and the Psychosomatics scale.
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Algozhina, A. R., R. Sh Sabirova, and V. N. Galyapina. "Features of the relationship between emotional intelligence and stress resistance of higher education teachers." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (March 29, 2022): 18–23. http://dx.doi.org/10.31489/2022ped1/18-23.
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Modern society is characterized by a variety of stressful situations that destabilize the personality and increase the likelihood of stressful situations. Such conditions are typical for representatives of different types of activity, part of the space of various social institutions, including the education system and the activities of teachers as its subjects. The effectiveness of the teacher’s activity is determined not only by professional knowledge, abilities, skills but also by professionally significant characteristics. High school helps the teacher overcome many of his requirements. Among the professionally significant personality traits, a special place is occupied by stress resistance and emotional intelligence. Specialists with high emotional intelligence consider themselves to be successful people and are highly resistant to maladjustment. The article presents the results of a study on the relationship between emotional intelligence and stress tolerance of higher school teachers. The results of the correlation analysis in the group of teachers showed that there is a connection between the indicators of stress tolerance and the scales of emotional intelligence, which indicates that the level of stress tolerance affects the ability to express and manage one’s emotional state. The study contributes to the understanding of the need to develop the emotional intelligence of higher education teachers.
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SUNDUKOVA, Iryna. "ENSURING EMOTIONAL RESISTANCE IN CONDITIONS OF HEALTH CARE OF FUTURE PHYSICAL EDUCATION TEACHERS." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 12 (2022): 126–31. http://dx.doi.org/10.33251/2522-1477-2022-12-126-131.
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The article highlights the development of emotional stability, which is provided by means, the methodical basis of which is a system of influences aimed at the formation of a complex of volitional qualities, the totality of which constitutes the essence of emotional stability of an individual. It is noted that the health care of teachers is directly related to the development of emotional stability of teachers even at the stage of preparation for professional activity. Pedagogical support for the development of emotional stability is characterized, which involves the presence of a system of knowledge about the specifics of the organization of a teacher's professional activity in conditions of emotional tension, taking into account the personal characteristics of participants in the pedagogical process. The structure of emotional stability is highlighted, which includes five substructures: psychophysiological, which is the substrate of mental activity; emotional and volitional, which includes the processes of self-regulation of the individual; adaptive, aimed at personal and adaptive potential; cognitive-reflexive, which reflects the assessment of one's own states, feelings, experiences, analysis of these states and formulation of relevant conclusions; socio-perceptive, which includes psychological insight and its components. The development of emotional stability of future teachers is represented by a complex of pedagogical conditions, which includes the following: оrganization of comfortable educational activities of the future teacher; the future teacher's orientation towards tolerant communication; application of methods of developing emotional stability; implementation of the special course program ″Emotional stability in the educational process″. Emotional stability is aimed at developing the ability of future physical education teachers for self-regulation, readiness for constructive interaction with participants in the pedagogical process, including in difficult emotional situations. Key words: еmotional stability, professional training, self-training, self-development, physical exercises.
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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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D'Amato, John. ""Acting": Hawaiian Children's Resistance to Teachers." Elementary School Journal 88, no. 5 (May 1988): 529–44. http://dx.doi.org/10.1086/461555.
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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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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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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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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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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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Škipina, Daliborka. "Professional exam as a form of professional training in teacher schools in Bosnia and Herzegovina in the second half of the 20th century." Zbornik radova Pedagoskog fakulteta Uzice, no. 23 (2021): 43–58. http://dx.doi.org/10.5937/zrpfu2123043s.
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The professional exam in a teacher's school had a special weight and significance. At the professional exam, young teachers had to show maturity, solid knowledge and skills, and apply it in practice. The evaluation criteria were very strict, to such an extent that only a number of candidates out of the total number of applicants passed the exam in the first exam period. There is an urgent need and task of every teacher in the search for new knowledge, creative application of knowledge in given conditions and constant effort to work better and more successfully. To that end, the importance of working on developing teachers' responsibility for their own professional development is very important. The function of professional development should include a request for reconsideration in terms of building teachers' openness to change, suppressing resistance to the previously acquired knowledge is constantly emphasized and considered sufficient, which for various reasons was quite emphasized by teachers at that time is, it may be said, still present today. This theoretical study aims to analyze and present one of the forms (forms) of professional development of teachers in Bosnia and Herzegovina in the second half of the 20th century, and that is the professional teacher exam after graduating from teacher's school. So, this is a historical research based on the analysis of available, relevant documentation.
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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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Bundock, Lis, and Rosie Moore. "The Tempered Radical's Quiet Resistance How Trainee and New Teachers Disturb the Dominance of Neoliberal Policy in Mainstream English Schools." FORUM 64, no. 2 (July 21, 2022): 11–20. http://dx.doi.org/10.3898/forum.2022.64.2.01.
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This article considers the experiences of two teacher educators working with undergraduate and postgraduate trainee teachers in the School of Education at the University of Brighton. It foregrounds reflections shared within education studies seminars and on conversations with early career teachers on how trainees and new teachers negotiate their professional obligations whilst remaining true to their values and ideals. Education studies modules are curated to provide a space for trainee teachers to examine and consider the complexities relating to equality, diversity and social justice, and are underpinned by a desire to instil a 'commitment to acting as change agents in schools and advocates for students'. In this article, we consider how teacher trainees and early career teachers experience neoliberal reform and a policy context that seeks to silence any sceptics. It offers examples of how trainee teachers and new teachers engage in quiet resistance as 'tempered radicals', finding ways to address inequalities and offer moments of hope to young people from marginalised groups.
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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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Amelchenko, M. М., and H. N. Krutolevich. "STRESS AND DEVELOPMENT STRESS RESISTANCE BY TEACHERS." Scientific notes of Taurida National V.I. Vernadsky University, series Psychology, no. 3 (2020): 94–99. http://dx.doi.org/10.32838/2709-3093/2020.3/16.
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Lamude, Kevin G., and Mary Fong. "Students' Tactics of Resistance and Teachers' Stress." Perceptual and Motor Skills 85, no. 3 (December 1997): 826. http://dx.doi.org/10.2466/pms.1997.85.3.826.
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In a study of 134 college teachers, teachers' self-reported stress scores were significantly and positively related with their perceptions of students' use of reluctant compliance and deception tactics in resistance to on-task learning.
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Savina, Nadezhda Nikolaevna. "Major factors of teachers’ resistance to innovations." Ensaio: Avaliação e Políticas Públicas em Educação 27, no. 104 (September 2019): 589–609. http://dx.doi.org/10.1590/s0104-40362019002701807.
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Abstract Modernization and improvement of the quality of general secondary education can be attained while enhancing teachers’ innovative activity. Therefore, it is important to identify and substantiate the factors and reasons for secondary school teachers’ innovative “passivity”, which is the purpose of this work. The study contributes to eliminate these factors during the course of training teachers, preparing students to obtain a degree in education for innovative activities, and improving practicing teachers’ effectiveness. A distinctive feature of the study is the fact that it applies a broad approach that allows identifying social, psychological and professional factors, including relevant interrelated groups of both objective and subjective reasons that predetermine the teachers’ resistance to innovations. The empirical research revealed a decline in the social and psychological factors’ negative effects in the recent years and a substantial moderating influence of the professional factor on teachers’ innovative activities.
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Irit, Mazor Cohen. "Pre-Service Teachers’ Resistance Practices to Reflection." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 64, no. 2 (December 30, 2019): 29–60. http://dx.doi.org/10.24193/subbpsyped.2019.2.02.
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Andrews, Hans A., and John H. Knight. "Administrative Evaluation of Teachers: Resistance and Rationale." NASSP Bulletin 71, no. 503 (December 1987): 1–4. http://dx.doi.org/10.1177/019263658707150302.
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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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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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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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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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Hoffman, James V. "Practicing Imagination and Activism in Literacy Research, Teaching, and Teacher Education: I Still Don’t Know How to Change the World With Rocks." Literacy Research: Theory, Method, and Practice 69, no. 1 (July 20, 2020): 79–98. http://dx.doi.org/10.1177/2381336920938670.
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This address focuses on research and practice in the preparation of preservice teachers in literacy. I begin with an examination of the constructs of practice, activism, and imagination from an historical perspective. Next, I report on two initiatives in field-based literacy teacher preparation. The first initiative engages preservice teachers with inquiry as a curriculum stance. The second initiative engages preservice teachers as researchers with attention to research as too both for professional knowledge and for resistance to contentious policy environments that constrain teacher decision making. Finally, I argue for the need to become more inclusive within our community and to shift our stance from teachers as receivers of knowledge to teachers as participants in the sense-making process around practice.
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Drame, Elizabeth R., Nigel P. Pierce, and Halle Cairo. "Black Special Education Teacher Educators’ Practice of Resistance." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 45, no. 1 (February 2022): 27–42. http://dx.doi.org/10.1177/08884064211070570.
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Many special education teacher preparation programs emphasize equity and social justice when preparing future educators who are well equipped to address racial disparities in education. Black special education teacher educators have an impactful role to play in the visioning of racially equitable teacher preparation programs, despite often being one of only a few in their departments, colleges, and institutions. The challenge, however, for these educators is navigating the pernicious, insidious, and deeply rooted barriers associated with Whiteness within predominantly White institutions. Using a DisCrit lens and Whiteness theories, the authors explored how Black teacher educators in special education experienced and disrupted the existence of Whiteness through qualitative interviews with individuals across the United States. These teacher educators presented their definition of quality special educators, as well as their recommendations for increasing racial equity in K-12 settings through preparing racial justice-focused special education teachers.
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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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Howard, Sarah K. "Risk-aversion: understanding teachers’ resistance to technology integration." Technology, Pedagogy and Education 22, no. 3 (October 2013): 357–72. http://dx.doi.org/10.1080/1475939x.2013.802995.
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Sannino, Annalisa. "Teachers' talk of experiencing: Conflict, resistance and agency." Teaching and Teacher Education 26, no. 4 (May 2010): 838–44. http://dx.doi.org/10.1016/j.tate.2009.10.021.
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Berkovich, Izhak. "No we won't! Teachers' resistance to educational reform." Journal of Educational Administration 49, no. 5 (August 16, 2011): 563–78. http://dx.doi.org/10.1108/09578231111159548.
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Trubowitz, Sidney. "First Person: Lessons in obedience — and resistance." Phi Delta Kappan 104, no. 2 (September 26, 2022): 56–57. http://dx.doi.org/10.1177/00317217221130636.
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Long-time educator Dr. Sidney Trubowitz recalls his years as an elementary school student in the late 1930s. His teachers were rigid, students were taught to be quiet and compliant, and Trubowitz learned to follow instructions without questioning them. When one teacher went too far with her discipline, his mother, an immigrant, stood up for him — one of many acts of rebellion that Trubowitz observed with satisfaction. He draws on these memories to underscore the importance of bringing children into the learning process and treating them, in all their complexity, as complete and curious independent beings.
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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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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.