PRE-SERVICE TEACHERS’ RESISTANCE PRACTICES TO REFLECTION
DOI:
https://doi.org/10.24193/subbpsyped.2019.2.02Keywords:
reflection; resistance practices; pre-service teachers.Abstract
Educational preparation programs emphasize the importance of reflection in order to learn and promote preservice students’ teaching. In the current research, five first year pre-service students who participated in a collective reflective discourse, in a small group in one of the educational colleges in Israel, expressed solid resistance to reflection. The aim of the research was to expose these resistance practices. The research question is: What resistance practices to reflection are used by primary school pre-service teachers (PST) at the beginning of the first preparation year? The research findings showed that the pre-service teachers (PST) used the following resistance practices in order to express their resistance to reflection: discursive practices of negative sentences, using examples from their previous experience to reflection as useless and accusing the pedagogical instructor; behavioral practices of their discourse manner and types of laughter. This article will start with a literature review on: reflection in teachers’ education, and pre-service teachers’ resistance practices. Next, there will be a description of the collective reflective discourse in a small group, followed by qualitative content analysis and findings. Finally, conclusions will be added and discussed.References
Anderson, B. (2006). Using the online course to promote self-regulated learning strategies in pre- service teachers. Journal of Interactive Online Learning, 5(2), 155-177.
Åkerlind, G.S. & Trevitt, A.C. (1999). Enhancing self‐directed learning through educational technology: When students resist the change. Innovations in Education and Training International, 36(2), 96–105.
Alpert, B. (1991). Students’ resistance in the classroom. Anthropology & Education Quarterly, 22(4), 350–366.
Ansoff, I.H. (1990). Implementing strategic management. London: Prentice Hall International.
Argaman, E. (2009). Arguing within an institutional hierarchy: How argumentative talk and interlocutors’ embodied practices preserve a superior-subordinate relationship. Discourse Studies. 11 (5), 515-541.
Argaman, E. & Alexander, G. (2013). Teachers’ resistance to language change- words and phrases. In B. Alpert & S. Shlasky (Eds.), A close look at the school and the classroom: Ethnographic studies on education (pp. 505-533). Tel-Aviv: Mofet Institution. (Hebrew)
Argyris, C. (1957). Personality and organization. New York: Harper & Brothers.
Ashrat, Z. (2018). Resistance characteristics to changes in teaching and learning. In D. Pritzker (Ed.). To experience and feel – shared independent learning in academia (pp. 177-202). Tel-Aviv: Mofet Institution. (Hebrew)
Baum, H.S. (2002). Why school system resist reform: A psychoanalytic perspective. Human Relations. 55(2), 173-198.
Ben-Peretz, M. & Schonmann, S. (2000). Behind closed doors: Teachers and the role of the teachers’ lounge. Albany: State University of New York Press. (Translated to Hebrew, 2013. Tel-Aviv: Mofet Institution, 2005. (Hebrew)
Birenbaum, M. (2013). Conditions that support formative assessment: Assessment for learning (afl) in teacher preparation programs. Bimat Diun, 51, 6-12. (Commissioned paper) (Hebrew)
Borrego, M., Froyd, J.E. & Hall, T.S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments. Journal of Engineering Education, 99(3), 185–207.
Cardullo, V., Finley, S., Burton, M., & Tripp, O.L. (2017). Attitudes, perceptions, and knowledge – academic language and academic vocabulary of pre-service teachers. Journal of Higher Education Theory and Practice, 17(9), 21-35.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Merrill Education.
Creswell, J.W. (2015). 30 Essential skills for the qualitative researcher. Thousand Oaks, CA: Sage.
Denzin, N.K. & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. California: Sage.
Dewey, J. (1933). How we think. Buffalo, NY: Prometheus Books.
Dewey, J. (1938). Experience and education. New York: Collier Books, Macmillan Publishing Co.
Eilam, G. & Shamir, B. (2005). Organizational change and self-concept threats. The Journal of Applied Behavioral Science 41(4), 399-421.
Ellis, S., & Davidi, I. (2005). After-event reviews: Drawing lessons from successful and failed experiences. Journal of Applied Psychology, 90(5), 857-871.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46 (1), 6– 25.
Finelli, C.J., Daly, S.R. & Richardson, K.M. (2014). Bridging the research to-practice gap: Designing an institutional change plan using local evidence. Journal of Engineering Education, 103(2), 331–361.
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911.
Floyd, S. W. & Lane, P.J. (2000). Strategizing throughout the organization: Managing role conflict in strategic renewal. The Academy of Management Review, 25(1), 154-177.
Foucault, M. (1976). The will to truth: Beyond knowledge, power and sexuality. (Translated to Hebrew in 1996)
Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777-795.
Foucault, P.M. (1984). The will to truth: Beyond knowledge, power and sexuality- Second part. (Translated to Hebrew in 2007)
Froyd, J., Borrego, M., Cutler, S., Henderson, C. & Prince, M. (2013). Estimates of use of research-based instructional strategies in core electrical or computer engineering courses. IEEE Transactions on Education, 56(1), 393–399.
Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College.
Goodson, I., Moore, S. & Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degeneration of teachers’ missions, memory and meaning. Educational Administration Quarterly, 42(1), 42-61.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.
Henderson, C. & Dancy, M. H. (2009). The impact of physics education research on the teaching of introductory quantitative physics in the United States. Physical Review Special Topics: Physics Education Research, 5(2), 020107.
Hodga, R., & Kress, G. (1988). Social semiotics. Ithaca: Cornell UP.
Jaeger, E.L. (2013). Teacher reflection: Supports, barriers, and results. Issues in Teacher Education, 22(1), 89-104.
Kramarski, B. & Michalsky, T. (2009). Investigating preservice teachers’ professional growth in self-regulated learning environments. Journal of Educational Psychology, 101(1), 161-175.
Kearney, P., Plax, T.G. & Burroughs, N.F. (1991). An attributional analysis of college students’ resistance decisions. Communication Education, 40(4), 325–342.
Kearney, K.S. & Hyle, A.E. (2003). The grief cycle and educational change: The Kubler-Ross contribution. Planning and Changing, 34, 32-57.
Keeley, S.M., Shemberg, K.M., Cowell, B.S. & Zinnbauer, B.J. (1995). Coping with student resistance to critical thinking: What the psychotherapy literature can tell us. College Teaching, 43(4), 140–145.
Kohen, Z. & Kramarski, B. (2012). Developing self-regulation by using reflective support in a video-digital microteaching environment. Journal for Education Research International 3, doi: 10.1155/2012/105246.
Kohen, Z. & Kramarski, B. (2018). Promoting mathematics teachers’ pedagogical metacognition: a theoretical-practical model and case study. In Y.J. Dori, Z.R. Mevarech, & D.R. Baker (Eds.), Cognition, metacognition, and culture in stem education: Learning, teaching and assessment (pp. 279-305). Springer.
Korbut, A.M. (2018). Academic resistance in the university- conceptualizing the phenomenon. Russian Education & Society, 60(1), 1–13. doi: https://doi.org/10.1080/10609393.2018.1436290
Kruken, G. (2003). Mission impossible? Institutional barriers to the diffusion of the ‘third academic mission’ at German universities. International Journal of Technology Management, 25(1-2), 18-33.
Kupferberg, I. & Gilat, I. (2005). Emotion and coping in pre-service teachers’ narrative. In I. Kupferberg, & E. Olstein (Eds.), Discourse in education: Researching educational events. (pp. 49-76). Tel-Aviv: Mofet Institution, 2005. (Hebrew)
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: University of Cambridge Press.
Le Cornu, R. & Ewing, R. (2008). Reconceptualizing professional experiences in preservice teacher education: Reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 799-812.
Lortie, D.C. (1975). School-teacher: A sociological study. Chicago: The University of Chicago Press.
McClure, P. (2005). Reflection on practice: making practiced-based learning work. A resource commissioned by the making practice based learning work project. An educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster, 1-22.
Mevarech, Z.R. & Kramarski, B. (2014). Critical maths for innovative societies: The role of metacognitive pedagogies. Paris: OECD publisher. DOI: 10.1787/9789264223561-en.
Michalsky, T. & Schechter, C. (2013). Pre-service teachers’ self-regulated learning: integrating learning from problems and learning from successes. Teaching and Teacher Education, 30(1), 60-73.
Perry, N.E. & Rahim, A. (2011). Studying self-regulated learning in classrooms. In B.J.
Zimmerman & D.H. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp.122-136). New York: Routledge.
Perry, N. E., Phillips, L. & Hutchinson, L. (2006). Mentoring student teachers to support self-regulated learning. The Elementary School Journal, 106, 237- 254.
Piderit, S.K. (2000). Rethinking resistance and recognizing ambivalence: A multidimensional view of attitudes toward an organizational change. The Academy of Management Review, 25(4), 783-794.
Rodgers, C. (2014). Doing Dewey. Occasional Paper Series, (32). Retrieved from: http://educate.bankstreet.edu/occasionalpaper-series/vol2014/iss32/8
Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106, 1825-1853.
Sarson, S.B. (1996). Revisiting the culture of the school and the problem of change. New York: Teachers College Press.
Schön, D. (1983). The reflective practitioner. New York: Basic Books.
Schön, D.A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.
Schön, D.A. & Rein, M. (1994). Frame reflection: Toward the resolution of intractable policy controversies. New York, Basic Books.
Schechter, C., & Michalsky, T. (2014). Juggling our mindsets: Learning from success as a complementary instructional framework in teacher education. Teachers College Record, 116(2), 1-48.
Schechter, C., Sykes, I., & Rosenfeld, J. (2008). Learning from success as leverage for school learning: Lessons from a national program in Israel. International Journal of Leadership in Education, 11(3), 301-318.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
Seidel, S.B., & Tanner, K.D. (2013). What if students revolt? — Considering student resistance: Origins, options, and opportunities for investigation. CBE—Life Sciences Education, 12(4), 586–595.
Shkedi, A. (2011). The meaning behind the words. In Methodologies of qualitative research: Theory and practice. Tel Aviv: Ramot, Tel Aviv University. (Hebrew)
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey Bass.
Winne, P.H. (2017). Cognition and metacognition within self-regulated learning. Handbook of Self-Regulation of Learning and Performance, 23. 36-48. doi: https://www.routledgehandbooks.com/doi/10.4324/9781315697048.ch3
Zimmerman, B.J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
Zimmerman, B.J., & D.H. Schunk, D.H. (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.
Vrieling, E., Bastiaens, T., & Stijnen, S. (2012). Effects of increased self-regulated learning opportunities on student teachers’ motivation and use of metacognitive skills. Australian Journal of Teacher Education, 37 (6), 102-117.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
