Search results for: Resistance
Page 2/2 17 items
This paper draws on the concept of experiencing to highlight a positive connection between resistance and agency. Furthermore, the article examines this connection’s potential for teachers' professional development and educational change. The paper examines teachers' discourse during a Change Laboratory intervention aimed at developing teaching practices. The article analyzes in particular the case of a teacher whose discourse shifted from critical and disruptive to constructive and agentive.
Updated: Aug. 17, 2010
This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. The participants were 237 elementary and middle school teachers from 11 low-income schools in North Carolina. Researchers found that teachers with sensing-thinking and sensing-feeling learning style preferences had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences.
Updated: Jun. 13, 2010
Resistance and Discursive Practice: Promoting Advocacy in Teacher Undergraduate and Graduate Programmes
The authors investigate their interrelations, interactions, and possibilities for advocacy of/by and for diverse disabled students within the context of two teacher-preparation programs in the United States: Teachers College, and Michigan State University. The authors conclude with some key recommendations for teachers to transform their practice and advocate for these students.
Updated: May. 27, 2009
Telling and Retelling about Self and “Others”: How Pre-service Teachers (Re)interpret Privilege and Disadvantage in one College Classroom
The article examines how a group of white, mostly upper middle class pre-service teachers expressed resistance to one multicultural education course. Findings reveal that despite variation in students’ incoming ideological dispositions, they all rationalized inequality by clinging to moral evaluations of their own achievements and that of others like and unlike them.
Updated: Jul. 23, 2008
The article explores the preparation of teaching professionals to respond to resistance. The study examined three clinical psychology programs and two teacher education programs. Data was drawn from classroom observations, interviews and observations of field experiences. Results reveal that although both programs prepare students to respond to resistance, the clinical psychology programs provided students with more opportunities to rehearse responses to client resistance in the moment, through the use of role-play and other simulations.
Updated: Mar. 13, 2008
Listening to teachers-listening to students: substantive conversations about resistance, empowerment and engagement
The article explores research regarding pedagogies of engagement that challenge traditional assumptions and understanding. Examinations of student engagements are identified through contesting and resisting voices of teachers and students. The author suggests empowerment and resistant pedagogy as tools for the attainment of social justice and academic achievement.
Updated: Mar. 06, 2008
The article examined the dynamics and complexities of collaborative learning, Preservice teachers were asked to explore the complexities of pedagogy, working with others from different year levels on an interdisciplinary assessment tasks. Their resistance provided an opportunity to learn about tensions around intervening and ignoring students' resistance, when engaging in new pedagogy.
Updated: Jan. 14, 2008