University of Oulu

Minna Uitto, Katri Jokikokko, Erkki T. Lassila, Geert Kelchtermans & Eila Estola (2020) Parent–teacher relationships in school micropolitics: beginning teachers’ stories, Teachers and Teaching, DOI: 10.1080/13540602.2020.1863205

Parent–teacher relationships in school micropolitics : beginning teachers’ stories

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Author: Uitto, Minna1; Jokikokko, Katri1; Lassila, Erkki T.1;
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
2Centre for Educational Innovation and the Development of Teacher and School, University of Leuven, Leuven, Belgium
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe2021070240927
Language: English
Published: Informa, 2021
Publish Date: 2022-06-23
Description:

Abstract

The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. We employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven Finnish primary school teachers in the first and second years of their careers. The findings indicate that micropolitical processes play a part in constructing parent–teacher relationships. These micropolitics both enable and limit these relationships and influence how beginning teachers learn to cope with parent relationships. The findings reveal various micropolitical strategies that beginning teachers use to enact and construct parent–teacher relationships. Furthermore, the findings show that parent–teacher relationships do not necessarily include just parents and teachers, but are multidimensional, encompassing several intertwined relationships that micropolitically condition parent–teacher relationships. The implications for pre- and in-service teacher education and school leaders are considered.

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Series: Teachers and teaching
ISSN: 1354-0602
ISSN-E: 1470-1278
ISSN-L: 1354-0602
Volume: In press
DOI: 10.1080/13540602.2020.1863205
OADOI: https://oadoi.org/10.1080/13540602.2020.1863205
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by the research project called ‘Disentangling the emotional dimension in beginning teachers’ work’ (EMOT), funded by the Academy of Finland under Grant [number 265974] and by the Jenny and Antti Wihuri Foundation.
Academy of Finland Grant Number: 265974
Detailed Information: 265974 (Academy of Finland Funding decision)
Copyright information: © 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Teachers and Teaching on 23 Dec 2020, available online: https://doi.org/10.1080/13540602.2020.1863205.