Search results for: Micropolitics
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The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. The authors 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.
Updated: Mar. 30, 2022
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: implications for teacher education
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations and contextual features of Israeli-Arab society such as collectivism and face-keeping direct how decisions are made and limit the work of the actors involved. The study provides insights into how principals exercise their power to attain what they interpret as teacher quality while evaluating teachers, and how the latter interpret such power relations in their local contexts. It also suggests the need for substantive groundwork in preparing prospective teachers for the high-stakes teacher evaluation processes that characterise the Israeli-Arab education system and the efforts to maintain teacher quality.
Updated: Nov. 02, 2021
A Conceptual Discussion of Lesson Study from a Micro-Political Perspective: Implications for Teacher Development and Pupil Learning
This article focuses on a micro-political discussion related to everyday stakeholder interactions that are endemic to the lesson study process. The authors aim to investigate issues pertaining to power relations that exist between teachers and their students, teachers and their peers, and teachers and external consultants. Their approach is conceptual in nature; simultaneously, we present several detailed examples revealing key issues related to lesson study implementation in Asian countries such as Singapore, Vietnam, and Indonesia. The authors have demonstrated that a post-structural theoretical perspective can illuminate the complex nature of lesson study, in relation to key concepts of power, identity, and discourse that need to be reflected upon by practitioners, school leaders, and consultants alike.
Updated: Dec. 08, 2014
This paper is based on the assumption that action research always affects the micropolitical balance characteristic of a certain school setting. The authors claim that micropolitics, that is the patterns of formal power and informal influence, has largely been neglected in the literature on action research in schools.Firstly in the paper the authors present the concept of micropolitics and a model consisting of three arenas for understanding micropolitics in schools.
Updated: Oct. 06, 2008