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- W2521124574 abstract "ABSTRACTThis 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 in..." @default.
- W2521124574 created "2016-09-30" @default.
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- W2521124574 date "2016-04-02" @default.
- W2521124574 modified "2023-09-27" @default.
- W2521124574 title "Resistance in the classroom – from dysfunctional to functional: A future necessary skill?" @default.
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- W2521124574 doi "https://doi.org/10.1080/18146627.2016.1224110" @default.
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