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
|Author:||Uitto, Minna1; Jokikokko, Katri1; Lassila, Erkki T.1;|
1Faculty of Education, University of Oulu, Oulu, Finland
2Centre for Educational Innovation and the Development of Teacher and School, University of Leuven, Leuven, Belgium
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021070240927
|Publish Date:|| 2022-06-23
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.
Teachers and teaching
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
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 (Academy of Finland Funding decision)
© 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.