Examining the Socialisation of New Teachers Through the Lenses of Positioning Theory and Micropolitical Theory

Tan, Justina Puay Inn

doi:10.1007/s40299-014-0170-9

Cited by 10 publications

(4 citation statements)

References 24 publications

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“…One important aspect of a teacher’s PI concerns micropolitics, which refers to power relations, conflicts, and negotiations at the individual and small group levels within academic institutions. As Tan (2015) explains, micropolitics exists in organizations both overtly and covertly, as individuals and groups pursue informal and formal methods of gaining power. Zhu et al (2018) found that strong micropolitical skills can help teachers build positive relationships with colleagues and mentors, advocate for their interests, achieve their goals, and contribute to a more productive and supportive academic community.…”

Section: Discussionmentioning

confidence: 99%

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Chen,

Zhang,

Zheng

2023

Front. Psychol.

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Studies examining students’ academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers’ academic literacy learning process and the construction of teachers’ professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice language teachers as they developed academic literacy in their master’s and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers’ coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants’ self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided.

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Section: Discussionmentioning

confidence: 99%

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Chen,

Zhang,

Zheng

2023

Front. Psychol.

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“…Tacit knowledge related to curriculum management and teaching can be created when it interacts with other tacit knowledge. For instance, novice teachers can learn from experienced teachers in a mentoring system, leading to a socialization process [13]. Similarly, a group of teachers in a collective learning process can design and evaluate lesson plans to enhance student learning, allowing for the sharing and coconstruction of individual teachers' tacit knowledge through interaction [14].…”

Section: Combinationmentioning

confidence: 99%

Enhancing Curriculum Management through Lesson Study: Insights from the SECI Knowledge Creation Model

Cheng¹

2023

AJEMR

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21st-century curriculum development is crucial to prepare students for a rapidly changing world. The OECD and UNESCO have published several papers recommending strategies for curriculum development; however, implementing a 21st-century curriculum faces challenges in teacher professional development and curriculum design due to limited time and resources. This paper reports a case study about a school implementing a lesson study to address the challenges of implementing the 21st-century curriculum. The study was guided by the SECI knowledge creation model, which served as a framework for the development and execution of lesson study activities. The study used a qualitative research approach, employing interviews and observations to collect data. Participants included the school's teachers and administrators who engaged in lesson study over two years. Results of the study revealed that using lesson study and the SECI model positively impacted the school's ability to implement the 21st-century curriculum. Teachers reported increased collaboration and shared understanding of the curriculum's objectives, leading to more effective lesson planning and improved student outcomes. Additionally, the SECI model facilitated the creation and sharing of new knowledge, leading to greater innovation and creativity in the classroom. The study's conclusion suggests that Lesson Study and the SECI model can effectively address the challenges of implementing the 21st-century curriculum. By fostering collaboration, shared understanding, and knowledge creation, lesson study can facilitate the development of innovative and effective teaching practices that support student success in a rapidly changing world. The study recommends that schools adopt lesson study and the SECI model to implement the 21st-century curriculum.

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“…There is conflict, tension, rivalry, and struggle at one end of micropolitics, and at the other end, there is cooperation, collaboration, and coalitionbuilding (Blasé, 1991). Micropolitics act in overt and covert ways within organizations, as individuals and groups seek formal and informal powers to achieve their goals (Tan, 2015). This implies that micropolitical behaviours have identifiable patterns or structures (macro, meso and micro); and can be recognised introspectively.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…This highlights a potential conflict, tension, rivalry, and struggle at the macro and meso end of micropolitics, suggesting that there is a lack of cooperation, collaboration, and coalition-building (Blasé, 1991;Tan, 2015) between subjects and the equity of provision, value and opportunities for professional development. Similarly, Harris (2014) found Physical Education Teacher Education (PETE) to be inadequately preparing future PE teachers to promote healthy, active lifestyles.…”

Section: I I Imentioning

confidence: 99%

The structural and micropolitical realities of physical literacy professional development in the United Kingdom: navigating professional vulnerability

Durden-Myers

Mackintosh

2022

Sport, Education and Society

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Examining the Socialisation of New Teachers Through the Lenses of Positioning Theory and Micropolitical Theory

Cited by 10 publications

References 24 publications

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Enhancing Curriculum Management through Lesson Study: Insights from the SECI Knowledge Creation Model

The structural and micropolitical realities of physical literacy professional development in the United Kingdom: navigating professional vulnerability

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