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A beginning teacher in emotionally intensive micropolitical situations
ARTICLE

, , Faculty of Education, Finland ; , Faculty of Medicine, Belgium ; , Faculty of Education, Finland

International Journal of Educational Research Volume 81, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

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.

Citation

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. Retrieved December 2, 2022 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2016.11.001

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