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Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities
ARTICLE

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TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper investigates beginning teachers collaboratively making sense of and responding to the micropolitical environments of their schools. Drawing on a qualitative multi-case study conducted within the context of a university-sponsored, inquiry-based induction program, this research employs a community of practice frame to examine how novice teachers came to practice “micropolitical literacy.” The paper identifies four dimensions of micropolitical discourse that surfaced in the situated setting of the inquiry groups. The analysis further illustrates how beginning teachers, while participating in inquiry groups, coconstructed understandings of the organizational structures and professional cultures of their schools.

Citation

Curry, M., Jaxon, K., Russell, J.L., Callahan, M.A. & Bicais, J. (2008). Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 660-673. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.10.007

Keywords