Abstract
This qualitative study examined the role that a priori conceptual frameworks play in fostering learning resistance by adult learners in a mandatory training context. In this qualitative study p/k-12 school teachers were interviewed about the views they held regarding in-service teacher training. Methods consisted of a taxonomic analysis with an imported concept, both from other sources. A taxonomic analysis is associated with grounded theory, and codes data using a taxonomy. The imported concept was a taxonomic framework taken from another source and was based on conceptual change research. The general purpose of the study was to populate the imported concept with participant data.
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