A beginning teacher in emotionally intensive micropolitical situations
Katri Jokikokko, Minna Uitto, Faculty of Education, Finland ; Ann Deketelaere, Faculty of Medicine, Belgium ; Eila Estola, Faculty of Education, Finland
International Journal of Educational Research Volume 81, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
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.
Jokikokko, K., Uitto, M., Deketelaere, A. & Estola, E. (2017). A beginning teacher in emotionally intensive micropolitical situations. International Journal of Educational Research, 81(1), 61-70. Elsevier Ltd.