Resistance in the Classroom--From Dysfunctional to Functional: A Future Necessary Skill?

Autor/inn/en	Jacobs, Susanne; Richardson, Nicola Taryn
Titel	Resistance in the Classroom--From Dysfunctional to Functional: A Future Necessary Skill?
Quelle	In: Africa Education Review, 13 (2016) 2, S.115-131 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224110
Schlagwörter	Foreign Countries; Public Schools; Resistance (Psychology); Student Behavior; Behavior Problems; Qualitative Research; Phenomenology; Focus Groups; Semi Structured Interviews; Private Schools; Causal Models; Teacher Student Relationship; Resilience (Psychology); Creativity; Problem Solving; Classroom Techniques; Grade 5; South Africa + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Resistenz; Student behaviour; Schülerverhalten; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Private school; Privatschule; Kausalanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Kreativität; Problemlösen; Klassenführung; School year 05; 5. Schuljahr; Schuljahr 05; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on resistance in primary schools, more specific grade five learners as perceived by teachers. A qualitative phenomenological interpretative approach was followed utilising focus group discussions and individual interviews. Participants included 14 teachers, purposefully selected from three private and three public schools in Gauteng. Data were thematically analysed. Four main themes were identified: 1) manifestations in the classroom differentiated by active or passive resistance, either positive or negative; 2) a causal model of reasoning; 3) teacher-learner relationships affected by negative and positive perceptions; and 4) constructive suggestions for support holding value for practical application. Findings revealed that resistance in the primary school classroom (the result of the interaction between the learner and contextual factors), is still often assumed as negative and dysfunctional to teaching; however, it can equally be conducive and functional depending on the interaction. Teachers display a more flexible, resilient and positive understanding of contributing factors, and they value resistance if it signifies creativity and independent problem solving, leading to more positive teacher-learner relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01