An Exploration of the Driving Force Behind Teacher Resistance to Curriculum Change

Abstract

“There is general agreement among psychological and sociological theorists that change is fundamental to the growth and survival of human and social systems“ (Armstrong, 2009, p. 13). Similarly, the educational change acts as the vital roles for students’ learning and their future lives. However, why have most of the curriculum changes ended in failure? Teacher resistance is the main reason that the curriculum change is a failure or only accomplished surface changes. Therefore, the question remains of how to influence teachers to accept the change; this has become an important topic for curriculum reform. Elimination of the resistance of teachers and the relevant varieties of adversity is usually thought to be the best way to manage the change - use a variety of powerful media, offensive, administrative pressure, expert influence, so that teachers accept and understand the concepts or norms of curriculum reform. These ways seem to recognize the importance of teachers in curriculum change, but it cannot often reach the desired effects. Curriculum changes are often rejected outside the classroom by teachers. The resistance of teachers is an inevitable result of change rather than the question needed to be overcome. Look at resistance as a matter that must be overcome is actually wrong and controversial (Britzma, 1992). Resistance is the primary precondition for teachers’ learning, because this indicates that they lack the knowledge and competence needed by the change. Teachers and the education system itself need time to adapt to the change.