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Search Results for 'Resistance' (Keyword)
17 items found 1 / 2
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1   |   From section Trends in Teacher Education
South African Teacher Voices: Recurring Resistances and Reconstructions for Teacher Education and Development
This article will focus on the shifts in discourses about teacher education and teacher voice within the South African research and policy environment over the last four decades. The alignment of the political and educational agenda in providing resistance to the apartheid system culminated in 1994, the start of the new democracy.
Publication Year: 2014    |    Updated in ITEC: February 27, 2017
2   |   From section Teacher Education Programs
Disruptive Design in Pre-service Teacher Education: Uptake, Participation, and Resistance
This article begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context. The authors seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
3   |   From section Preservice Teachers
Exploring Student Teachers’ Resistance to Teacher Education Pedagogies
In this article, the authors draw on two purposefully selected case studies of student teachers to explore the implications of this alternative understanding of the nature and consequences of resistance. This cross-case analysis focuses on the causes and manifestations of friction over time. The findings indicate that resistance itself, and its causes, should be understood as interactive in multiple ways. The two participants identified different causes for the friction they experienced at different moments in time. Moreover, almost each time they identified a certain cause, they added that it might work differently for other students or that they could also see how it would work, but just not under the given circumstances.
Publication Year: 2014    |    Updated in ITEC: September 11, 2015
4   |   From section Multiculturalism & Diversity
Whiteness and Social Studies Teacher Education: Tensions in the Pedagogical Task
In this article, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms.
Publication Year: 2015    |    Updated in ITEC: July 7, 2015
5   |   From section Instruction in Teacher Training
The Development of Prospective Secondary Biology Teachers PCK
The purpose of this study is to describe and understand prospective science teachers’ knowledge development. This is a longitudinal, multiple case study of four prospective biology teachers’ PCK development during a post-baccalaureate teacher education program. The authors learned that as prospective teachers gained more knowledge and experience, the interaction that develops between teachers’ knowledge of learners and their knowledge of instructional sequences becomes more integrated. In addition, the findings demonstrate a strong relationship exists between science teaching orientations and knowledge of learners and instructional sequences.
Publication Year: 2013    |    Updated in ITEC: July 23, 2014
6   |   From section ICT & Teaching
Reflection through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships
This article examines the role that discomfort and resistance played in the experiences of participants by using online communication technologies to facilitate mentor relationships with high school students in writing. The authors argue that the Online Writing Partnership provided the future English teachers in this particular case an opportunity to feel uncomfortable with their approach to student writing during a period when they were not responsible for it and in contexts that were supportive of approaching writing as a process.
Publication Year: 2010    |    Updated in ITEC: November 27, 2012
7   |   From section Theories & Approaches
What Does Injustice Have to Do with Me? A Pedagogy of the Privileged
In this article, the author describes his experiences as a suburban high school humanities teacher struggling to engage students with issues of social justice. The author is influenced by Freiré (1974/1998), who encourages socially conscious educators to place issues of social injustice at the center of pedagogy. However, the author works as an educator in a school primarily serving affluent white students. He finds that his students resist this multiculturally based social justice approach to humanities education. In this article, the author has described how he changed his selection of texts in response to student needs.
Publication Year: 2011    |    Updated in ITEC: April 29, 2013
8   |   From section Instruction in Teacher Training
Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context
This study explores how new teachers who teach from a social justice perspective navigate the challenges of their first year in teaching. The participants were all members of a social justice critical inquiry project (CIP) group that met at the university from which they graduated. It was found that the teachers developed four strategies for teaching for social justice.
Publication Year: 2011    |    Updated in ITEC: October 24, 2011
9   |   From section Instruction in Teacher Training
The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All
The author examines how teachers reacted to four different models of scripted instruction. The author focuses on the scripts' theory and research base and teacher training, and on teachers' assessments of the scripts' effectiveness, and ask how these factors might influence teachers' autonomy, fidelity, and resistance when using scripts. It was found that teacher autonomy, fidelity, and resistance varied in these four scripts. Froebelian kindergarten and Montessori teachers autonomously chose to receive scripted, lengthy, intensive, pre-service training and professional development in closed professional learning communities.
Publication Year: 2011    |    Updated in ITEC: October 23, 2011
10   |   From section Research Methods
The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges
The goal of the present research was to explore the design and implementation of a newly developed, two-semester, action research course in a Master of Arts in Teaching program. Throughout this study, students expressed varying reactions to the process of action research. The authors focus on students' resistance to accept the process of action research. The authors indicate several reasons for students' resistance.
Publication Year: 2010    |    Updated in ITEC: January 23, 2011
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