Understanding Faculty Resistance in Teaching Reform: A Case Study from a Foreign Language School in China

Abstract

This study examines faculty resistance to teaching reforms at Foreign Language School of Huangshan University (HSU), specifically focusing on the factors contributing to resistance, its impact on the successful implementation of reforms, and potential strategies to mitigate this resistance. Using a qualitative case study approach, semi-structured interviews were conducted with eight faculty members, providing rich, detailed insights into their experiences and perceptions of the reforms. The data analysis revealed five key themes: perceived threat to professional identity, workload and time constraints, lack of adequate training and support, resistance to technology integration, and concerns about the impact of reforms on teaching and student engagement. Faculty members expressed that the shift towards communicative, student-centered teaching methods and the integration of technology posed a threat to their established teaching practices and professional identities. Many faculty also reported feeling overwhelmed by the additional workload and inadequate support in terms of training and resources. The study suggests that effective reform implementation requires addressing these concerns by involving faculty early in the reform process, providing targeted and ongoing professional development, allocating additional time for adaptation, and ensuring continuous support for faculty. The findings contribute to the broader discourse on faculty resistance to educational reforms, particularly in language education settings, and provide valuable recommendations for overcoming resistance. The study's results can be applied to other language schools facing similar challenges, offering practical insights for successful reform implementation in specialized educational environments.