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003			ZW-GwMSU
005			20210506091817.0
008			210506b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100	1		_aJacobs Susanne _eauthor
245	1	0	_aResistance in the classroom-from dysfunctional to functional:A future necessary skill?/ _cCreated by Jacobs Susanne
264			_aPretoria; _bUnisa Press and Routledge, _c2016.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 13 , number 2 ,
520			_aThis 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 teacherlearner relationships.
650	4		_aChildhood
650	4		_aDisruptive behaviour
650	4		_aEducation
700	1		_aRichardson Taryn Nicola _eauthor
856			_uhttps://doi.org/10.1080/18146627.2016.1224110
942			_2lcc _cJA
999			_c157000 _d157000