The publication shows that teachers do not simply reject change. On the contrary: their responses are often deeply rooted in how they see themselves as professionals. Drawing on examples from different countries, Meijer describes how teachers respond to changes in education, from new teaching methods to large-scale, sometimes politically motivated, reforms.
The same pattern emerges time and again: when teachers show resistance, they feel pressured to become a different kind of teacher than they want to be. That tension touches their core, their professional identity. Teachers want to act in the best interests of their students and stay true to their own pedagogical convictions. When changes appear to conflict with those convictions, resistance arises.
Concerns about impact on students
The reasons for that resistance vary. Many teachers say they do not yet see the benefits of a particular change. Others fear negative consequences, for their students' learning development, or for broader societal values. Notably, some teachers go a step further and actively oppose certain reforms. In such cases, Meijer speaks of an "activist identity": a form of professional engagement in which teachers explicitly speak out about the direction of education. The chapter includes several international examples of teachers taking a clear stand in this way.
From resistance to engagement
Meijer calls for a fundamentally different approach to educational innovation. Rather than viewing teachers merely as implementers of change, they should be actively involved in shaping it as so-called "developmental agents." This requires a culture in which dialogue is central. Four elements are crucial:
- Safety and vulnerability: teachers need space to express uncertainty and position themselves as learners during times of change.
- Ethical reflection: educational innovation is more than a technical exercise; its moral and political implications deserve attention too.
- Valuing resistance: pushback should not be seen as obstruction, but taken seriously as a form of engagement.
- A sense of belonging: alongside autonomy, teachers need a strong sense of connection with their colleagues and with the change itself.
Key lessons for teacher education
The findings have direct implications for teacher education programmes and for the support of teachers navigating a continuously changing educational landscape. Those who prepare or guide teachers must focus not only on skills and knowledge, but also on identity and professional and societal values. By creating space for reflection and shared dialogue, educators can contribute to more sustainable educational innovation, one in which teachers do not feel compelled, but see themselves as co-owners of change.
The key conclusion? Anyone who truly wants to understand why educational reforms succeed or fail must listen more carefully to teachers. Their resistance tells a story we cannot ignore, one rooted in what they believe matters most for their students, and for society as a whole.
The full chapter is available here: https://link.springer.com/content/pdf/10.1007/978-3-031-88898-4_34-1.pdf