| Codes |
Subcategories |
Categories |
Verbatim quotations |
| LTU |
Lack of training and updating of faculty members |
Resistance |
“A culture has not been established. I observe that the main explanation for me is that they have not constituted a teaching culture in which the teacher sees not only these changes as obligation and commitment, but as desire and motivation to be innovating with what is being taught in the classroom, modernizing his procedures, asking himself how he could improve” (P3: 55, 59:59) |
| LKIC |
Lack of knowledge on how to incorporate the competency-based approach in the classroom. |
Resistance |
“To begin with, the main problem is the ignorance, there is not much information about learning models, curricular models focused on competencies…We do not have a clear vision on how the competency-based approach is transferred to the labour sector, the link of the university with the labour market and... Then, I think that this is one of the conditions or situations for which the teachers… for which there is a bit of resistance. I believe that the programs, well... because it is also a line that I have also ventured, teacher training programs should focus more in that sense, in the student-focused learning, in other types of models, in another type of evaluation.” (P2: 24, 3131) |
| DD |
Disinterest, demotivation of the faculty members to work under competency-based approach |
Resistance |
“Oh! I'm going to have to make a rubric, now how will I evaluate them? And the students ask themselves – Why cannot you do a simple exam?” (P5: 79, 262: 262). |
| NK |
The faculty members do not know another teaching model, only the model that was taught to them as students. |
Resistance |
“Teachers training and their practice has not been given the same rigor and monitoring, and you know very well that teachers who are training in higher education, teach how they taught because there is really no consolidated program. There is no obligatory teacher training in higher education, it does not exist.” (P21: 13, 17:17). |
| RMV |
Rejection of the approach due to the mercantilist vision of the competences |
Resistance |
“Those who have taken over the direction, have always had a more technical vision and had understood and applied the use of skills in a more technical way. They associated skills with work competencies, not with professional competencies or training competencies” (P22: 24, 30:30) |
| LO |
Lack of opportunities |
Resistance |
"I think everything comes together, lack of opportunities, a bit of pledge, certain apathy, but also some conformity, there are many new teachers who take the easy way out. They think-they do not demand it, I do not do it-and they stay in their comfort state, I know it"(P13: 125, 267: 267) |
| LR |
Lack of resources |
Resistance |
“The resources” (P2:27, 35:35) |
| RFMW |
Rejection of faculty members to work under the competence-based model |
Rejection |
“It takes a lot of work, a lot of work... because, suddenly, the Administration told the teachers of normal schools that they had to teach under the competency-based approach and design strategies based on the case analysis, the based-problems learning, the analysis of critical incidents, etc. In this sense, we thought it could not be achieved overnight. The teacher has to be trained to strategically plan the achievement of learning and, consequently, the competences.”(P20: 27, 57:57) |
| RSI |
Rejection of the student because of the innovations in the teaching, they prefer the master class |
Rejection |
“I want to be optimistic and believe it, but we know that it is a change, it is a complete change of the way in which you did it and I think that there will always be a resistance to change. Even, the students rejected this approach. We have 20 students and some of them admitted that they did not want to be there, so we gave them the option of opting out” (P10:139, 251:251). |
| RPR |
Rejection of the approach for political reasons |
Rejection |
“In Mexico, Normal schools are an emblem in the field of teacher training. Then, when the proposal was made, immediately some groups of professors, some ideological positions within normal schools responded quickly against the new curriculum. The reason was that the approach was contrary to the teacher training and, precisely, they were fighting for a pragmatic professional approach, seeking to eradicate the issue of philosophy, identity, etc.” (P20: 67, 123: 123) |
