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Parent–teacher relationships in school micropolitics: beginning teachers' stories.
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- Author(s): Uitto, Minna; Jokikokko, Katri; Lassila, Erkki T.; Kelchtermans, Geert; Estola, Eila
- Source:
Teachers & Teaching; Aug 2021, Vol. 27 Issue 6, p461-473, 13p- Subject Terms:
- Source:
- Additional Information
- 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. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Teachers & Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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