Forms of resistance: Insights into beginning teacher development

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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.

Original languageEnglish (US)
Article number100041
JournalInternational Journal of Educational Research Open
StatePublished - Jan 2021

All Science Journal Classification (ASJC) codes

  • Education


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