Parent-Teacher Relationships in School Micropolitics: Beginning Teachers' Stories

Autor/inn/en	Uitto, Minna; Jokikokko, Katri; Lassila, Erkki T.; Kelchtermans, Geert; Estola, Eila
Titel	Parent-Teacher Relationships in School Micropolitics: Beginning Teachers' Stories
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 6, S.461-473 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelchtermans, Geert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2020.1863205
Schlagwörter	Parent Teacher Cooperation; Parents; Elementary School Teachers; Personal Narratives; Beginning Teachers; Power Structure; Context Effect; Politics of Education; Public Schools; Trust (Psychology); Coping; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Erlebniserzählung; Junior teacher; Junglehrer; Educational policy; Bildungspolitik; Public school; Öffentliche Schule; Bewältigung; Ausland; Finnland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01