A Tale of Caution: Navigating Teacher Resistance in a Research Partnership

• In Event: Collaboration, Community, and Critique: Seeking Wisdom Within School, University, and Community Research

Abstract

Research-practice partnerships offer a unique opportunity and context in which researchers and educators can work together to co-construct an understanding of teacher wellbeing and the practices that support its development. However, even within strong partnerships, researchers may encounter resistance. This qualitative study investigated special education teachers’ resistance to a wellbeing professional development, as well as researchers’ response to that resistance. Findings suggest that research-practice partnerships offer opportunities to support the development of teacher wellbeing, but such efforts should be attuned to teachers’ reactions and moments of resistance, offering opportunities for professional growth that are responsive to the needs of adult learners. Implications for professional development within the context of collaborative partnerships are discussed.

Authors

• Elisabeth Kutscher, The George Washington University

• Harriet Fox, The George Washington University

• Heather Walter, George Mason University

• Beth Tuckwiller, The George Washington University