<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000300589</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002701807</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Major factors of teachers&#8217; resistance to innovations]]></article-title>
<article-title xml:lang="pt"><![CDATA[Principais fatores de resistência dos professores às inovações]]></article-title>
<article-title xml:lang="es"><![CDATA[Factores principales de la resistencia de los profesores a las innovaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Savina]]></surname>
<given-names><![CDATA[Nadezhda Nikolaevna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Kazan Federal University Elabuga Institute ]]></institution>
<addr-line><![CDATA[Elabuga ]]></addr-line>
<country>Russia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>104</numero>
<fpage>589</fpage>
<lpage>609</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000300589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000300589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000300589&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Modernization and improvement of the quality of general secondary education can be attained while enhancing teachers&#8217; innovative activity. Therefore, it is important to identify and substantiate the factors and reasons for secondary school teachers&#8217; innovative &#8220;passivity&#8221;, which is the purpose of this work. The study contributes to eliminate these factors during the course of training teachers, preparing students to obtain a degree in education for innovative activities, and improving practicing teachers&#8217; effectiveness. A distinctive feature of the study is the fact that it applies a broad approach that allows identifying social, psychological and professional factors, including relevant interrelated groups of both objective and subjective reasons that predetermine the teachers&#8217; resistance to innovations. The empirical research revealed a decline in the social and psychological factors&#8217; negative effects in the recent years and a substantial moderating influence of the professional factor on teachers&#8217; innovative activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A modernização e a melhoria da qualidade do ensino secundário podem ser alcançadas, ao mesmo tempo que melhora a atividade inovadora dos professores. Portanto, é importante identificar e fundamentar os fatores e as razões da &#8220;passividade&#8221; inovadora dos professores do ensino médio, que é o objetivo deste trabalho. O estudo contribui para eliminar esses fatores durante o curso de formação de professores e preparar os alunos para obter um diploma em educação para atividades inovadoras e melhorar a eficácia dos professores praticantes. Uma característica distintiva do estudo é o fato de que ele aplica uma abordagem ampla que permite identificar fatores sociais, psicológicos e profissionais, incluindo grupos relevantes interrelacionados de razões, objetivas e subjetivas, que predeterminam a resistência dos professores às inovações. A pesquisa empírica revelou um declínio nos efeitos negativos dos fatores sociais e psicológicos nos últimos anos e uma substancial influência moderadora do fator profissional nas atividades inovadoras dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La modernización y el mejoramiento de la calidad de la educación secundaria general se pueden lograr al mismo tiempo que se mejora la actividad innovadora de los docentes. Por lo tanto, es importante identificar y fundamentar los factores y las razones de la &#8220;pasividad&#8221; innovadora de los maestros de secundaria, propósito de este trabajo. El estudio contribuye a eliminar estos factores durante el curso de capacitación de maestros y la preparación de los estudiantes para obtener un título en educación para actividades innovadoras y a mejorar la eficacia de los profesores en ejercicio. Una característica distintiva del estudio es el hecho de que aplica un enfoque amplio que permite identificar factores sociales, psicológicos y profesionales, incluidos grupos interrelacionados relevantes de razones objetivas y subjetivas que predeterminan la resistencia de los maestros a las innovaciones. La investigación empírica reveló una disminución en los efectos negativos de los factores sociales y psicológicos en los últimos años y una influencia moderadora sustancial del factor profesional en las actividades innovadoras de los docentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Professional activity]]></kwd>
<kwd lng="en"><![CDATA[Innovative passivity]]></kwd>
<kwd lng="en"><![CDATA[Resistance to innovations]]></kwd>
<kwd lng="en"><![CDATA[Innovative activity]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Factors]]></kwd>
<kwd lng="en"><![CDATA[Causes]]></kwd>
<kwd lng="en"><![CDATA[General secondary education]]></kwd>
<kwd lng="pt"><![CDATA[Atividade profissional]]></kwd>
<kwd lng="pt"><![CDATA[Passividade inovadora]]></kwd>
<kwd lng="pt"><![CDATA[Resistência a inovações]]></kwd>
<kwd lng="pt"><![CDATA[Atividade inovadora]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Fatores]]></kwd>
<kwd lng="pt"><![CDATA[Causas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino secundário]]></kwd>
<kwd lng="es"><![CDATA[Actividad profesional]]></kwd>
<kwd lng="es"><![CDATA[Pasividad innovadora]]></kwd>
<kwd lng="es"><![CDATA[Resistencia a las innovaciones]]></kwd>
<kwd lng="es"><![CDATA[Actividad innovadora]]></kwd>
<kwd lng="es"><![CDATA[Maestros]]></kwd>
<kwd lng="es"><![CDATA[Factores]]></kwd>
<kwd lng="es"><![CDATA[Causas]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria general]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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