Forms of resistance: Insights into beginning teacher development

TY - JOUR

T1 - Forms of resistance

T2 - Insights into beginning teacher development

AU - Morettini, Brianne

N1 - Publisher Copyright: © 2021

PY - 2021/1

Y1 - 2021/1

N2 - The study centers a topic of international interest, teacher identity development by exploring an ongoing issue relative to teacher development—novice teachers taking up place-based pedagogies. The study uses data from first-year teachers who participated in a community-focused induction program; the induction program aimed to facilitate beginning teachers’ placed-based pedagogies by building asset-based perspectives on the community of color their school district served. More specifically, the beginning teachers engaged directly with community members to learn about community cultural wealth. Data suggest that despite participation in the community-focused induction program, some beginning teachers actually resist change and continue to situate their teaching practice as decontextualized from the larger community they serve. The findings make the case for extended work around the practical and psychological forms of resistance in beginning teacher development and change relative to enacting place-based pedagogies.

AB - The study centers a topic of international interest, teacher identity development by exploring an ongoing issue relative to teacher development—novice teachers taking up place-based pedagogies. The study uses data from first-year teachers who participated in a community-focused induction program; the induction program aimed to facilitate beginning teachers’ placed-based pedagogies by building asset-based perspectives on the community of color their school district served. More specifically, the beginning teachers engaged directly with community members to learn about community cultural wealth. Data suggest that despite participation in the community-focused induction program, some beginning teachers actually resist change and continue to situate their teaching practice as decontextualized from the larger community they serve. The findings make the case for extended work around the practical and psychological forms of resistance in beginning teacher development and change relative to enacting place-based pedagogies.

UR - http://www.scopus.com/inward/record.url?scp=85132280509&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85132280509&partnerID=8YFLogxK

U2 - 10.1016/j.ijedro.2021.100041

DO - 10.1016/j.ijedro.2021.100041

M3 - Article

SN - 2666-3740

VL - 2

JO - International Journal of Educational Research Open

JF - International Journal of Educational Research Open

M1 - 100041

ER -