Navigating “Praxis Shock”
Disentangling an Early Career Teacher’s Emotions and Actions in Organizational Socialization Through a Micropolitical Lens
Bibliographic Data
| ID | 23038831 |
|---|---|
| Authors | Ngan Tran (0000-0002-9298-9818, University of Languages and International Studies, corresponding author), Trần Thị Ngân (0000-0002-1403-5736) |
| Year | 2021 |
| Volume | 37 |
| Issue | 3 |
| Publication date | 2021-06-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | VNU Journal of Foreign Studies (JOURNAL) |
| Journal identifiers | ISSN: 2525-2445 • E-ISSN: 2525-2445 |
| Publisher | Vietnam National University of Languages and International Studies (PUBLISHER) |
| DOI | 10.25073/2525-2445/vnufs.4670 |
| OpenAlex | W4285444923 |
| Language | EN |
| References cited | 20 |
In the present research, we seek to study the process of organizational socialization of early career teachers (ECTs) through a micropolitical lens that focuses on the issues of power, control and influence as part of the ECTs’ sense-making of and acting in their job. By means of a case study with a beginning Vietnamese university teacher, we attempt to answer two questions: (1) what sorts of emotions does the ECT experience in her organizational socialization, and in challenging micropolitical situations in particular? (2) what kinds of action does the ECT employ in such situations? The research material consists of three narrative interviews within one academic year. The findings highlight the importance of the micropolitics of the school as an organization and the multiple emotional dimensions that are present when ECTs strive to reconcile the school micropolitics with their own beliefs and values as teachers. Along with that, the research contributes knowledge about how ECTs learn to negotiate challenging micropolitical situations using diverse types of micropolitical actions. Implications are also proposed with regard to teacher training and induction.
Action (physics) · Emotional labor · Narrative · Negotiation · Pedagogy · Political science · Power (physics) · Praxis · Socialization · Sociology · Vietnamese · Early Childhood Education and Development · Psychology · Social Psychology · Teacher Education and Leadership Studies
Advances in Teacher Emotion Research
Micropolitical literacy
A Critical Analysis of the Research on Learning to Teach
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses
Micropolitics of Educational Organisations
Understanding teacher identity
Theory and methodology in researching emotions in education
The everyday political perspective of teachers
Transitions and turning points
Teacher self-efficacy
Does the first year of teaching have to be a bad one? A case study of success
The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation
Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities
Virtual special issue on teachers and emotions in Teaching and teacher education (Tate) in 1985–2014
Reconsidering research on teachers’ professional identity
Teachers’ emotions in educational reforms
Conflicts viewed through the micro-political lens
The personal and professional selves of teachers
Storied emotional distances in the relationships between beginning teachers and school principals
Beginning Teachers and the Emotional Drama of the Classroom
| Citation velocity | historical |
|---|---|
| Highly cited | No |