Abstracts
Abstract
This paper presents the results of an exploratory study that was conducted among teachers at the Higher Institutes of Technological Studies in Tunisia on how they resisted the use of distance learning platforms. Different forms of resistance were expressed by participants, ranging from apathy to aggressive resistance. Several causes were revealed to justify this behaviour. The study showed that such resistance is multi-faceted and multi-dimensional, resulting in a multitude of practices that could be implemented to reduce teachers’ resistance.
Keywords:
- Resistance,
- apathy,
- passive resistance,
- active resistance,
- aggressive resistance,
- status quo theory,
- attribution theory,
- cognitive dimension,
- affective dimension,
- conative dimension
Résumé
Cet article présente les résultats d’une étude exploratoire réalisée auprès des enseignants des Instituts Supérieurs des Études Technologiques en Tunisie sur leur comportement de résistance face à l’utilisation des plateformes d’enseignement à distance. Différentes formes de résistance ont été exprimées par les participants allant de l’apathie à la résistance agressive. Plusieurs causes ont été décelées pour justifier ce comportement. L’étude montre que le comportement de résistance est multi-facette et multi-dimensionnel, ce qui engendre une multitude de pratiques qui peuvent être mises en place pour réduire la résistance des enseignants.
Mots-clés :
- Résistance,
- apathie,
- résistance passive,
- résistance active,
- résistance agressive,
- théorie du statu quo,
- théorie d’attribution,
- dimension cognitive,
- dimension affective,
- dimension conative
Appendices
References
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