A beginning teacher in emotionally intensive micropolitical situations
Jokikokko, Katri; Uitto, Minna; Deketelaere, Ann; Estola, Eila (2016-11-25)
Jokikokko, K., Uitto, M., Deketelaere, A., & Estola, E. (2017). A beginning teacher in emotionally intensive micropolitical situations. International Journal of Educational Research, 81, 61–70. https://doi.org/10.1016/j.ijer.2016.11.001
© 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http:/creativecommons.org/licenses/by-nc-nd/4.0/
https://rightsstatements.org/vocab/InC/1.0/
https://urn.fi/URN:NBN:fi-fe202001091606
Tiivistelmä
Abstract
This narrative research focuses on two questions: how do emotions and micropolitics appear in a beginning teacher’s work and, what kind of strategies does a beginning teacher use when negotiating emotionally intensive situations in the micropolitical context of the school? The research material consists of three narrative interviews with one beginning Finnish secondary teacher. The results illustrate the significance of school’s micropolitics for a beginning teacher’s work and the various relational and emotional aspects that are present when a beginning teacher tries to balance between school’s micropolitics and a teacher’s own values. In addition, the research increases knowledge about how beginning teachers learn to negotiate emotionally intensive situations and use various strategies in the micropolitical context of their work.
Kokoelmat
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