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- W3139415485 endingPage "100041" @default.
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- W3139415485 abstract "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." @default.
- W3139415485 created "2021-03-29" @default.
- W3139415485 creator A5054020126 @default.
- W3139415485 date "2021-01-01" @default.
- W3139415485 modified "2023-10-16" @default.
- W3139415485 title "Forms of resistance: Insights into beginning teacher development" @default.
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- W3139415485 doi "https://doi.org/10.1016/j.ijedro.2021.100041" @default.
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