ERIC Number: ED360698
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Resistance to Change: Fact or Stereotype.
Rusch, Edith A.; Perry, Eleanor A.
A study examined teacher stereotypes as a factor in teacher resistance to change in schools. Based on a poststructuralist perspective, the study views teachers as both objects and subjects of reform and argues that research informs practice in ways that often result in socially constructed stereotypes. Methodology included a literature review, 129 teacher interviews, and 20 followup interviews. The sample included educators from Oregon schools that were in the following stages of implementing democratic participatory practices: infancy (under 3 years); early (3-4 years); midstage (4-5 years); and advanced (6-7 years). Findings indicate that the stereotyping of older, experienced teachers was equally prevalent in schools, despite the stage of implementation. Second, midlife teachers perceived older, experienced teachers as resisters; however, older, experienced teachers described themselves as avid questioners but supporters of change. Third, older experienced teachers frequently engaged in a learning experience with a new, young teacher. Fourth, increased participatory practices did not necessarily modify stereotyping behavior. Finally, current age and stage theories do not match current teacher demographics. The data show a dramatically changing work force in schools. Implications of this difference when considering teachers' attitudes toward change are described. One table of participants' characteristics is included. (Contains 40 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon