Vượt qua “cú sốc vào nghề”: Khám phá cảm xúc và hành động của một giáo viên mới trong quá trình hòa nhập thông qua lăng kính chính trị vi mô
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Tóm tắt
Nghiên cứu được tiến hành nhằm tìm hiểu về quá trình tham gia vào tổ chức của các giáo viên mới vào nghề thông qua lăng kính chính trị vi mô, tập trung vào các vấn đề quyền lực, kiểm soát và ảnh hưởng như một phần trong quá trình hiểu và hành động của các giáo viên mới vào nghề. Nghiên cứu đặt ra hai câu hỏi: các giáo viên mới vào nghề trải qua những loại cảm xúc nào trong những tình huống chính trị vi mô khó khăn, và họ đã sử dụng những loại hành động chính trị nào trong những tình huống như vậy? Tài liệu nghiên cứu bao gồm ba cuộc phỏng vấn tường thuật với một giảng viên đại học mới vào nghề người Việt Nam. Kết quả nghiên cứu cho thấy tầm quan trọng của chính trị vi mô trong trường học như một tổ chức và những cảm xúc hiện diện khi các giáo viên mới vào nghề cố gắng dung hòa giữa chính trị vi mô của trường học với niềm tin của chính họ với tư cách là giáo viên. Cùng với đó, nghiên cứu cũng đóng góp kiến thức về cách các giáo viên mới vào nghề học cách giải quyết các tình huống chính trị vi mô khó khăn thông qua các hành động cụ thể.
Chi tiết bài viết
Từ khóa
chính trị vi mô, giáo viên mới vào nghề, cảm xúc, hành động chính trị
Tài liệu tham khảo
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Ball, S. (1987). The micro-politics of the school: Towards a theory of school organisation. Methuen.
Ball, S. (1994). Micro-politics of schools. In T. Husén & T. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 3824–3826). Pergamon.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Blase, J. (1988). The everyday political perspective of teachers: Vulnerability and conservatism. International Journal of Qualitative Studies in Education, 1(2), 125–142. https://doi.org/10.1080/0951839880010202
Blase, J. (1991). The politics of life in schools. Power, conflict, and cooperation. Sage.
Blase, J. (1997). The micro-politics of teaching. In B. J. Biddle, T. L. Good & I. F. Goodson (Eds.), International handbook of teachers and teaching (pp. 939–970). Kluwer Academic Publishers.
Bullough, R. V. (2009). Seeking Eudaimonia: The emotions in learning to teach and to mentor. In P. A. Schutz & M. S. Zembylas (Eds.), Advances in teacher emotion research (pp. 33–53). Springer.
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, 24(3), 660–673. https://doi.org/10.1016/j.tate.2006.10.007
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616. https://doi.org/10.1080/01411920600775316
De Vries, S., Van De Grift, W. J. C. M., & Jansen, E. P. W. A. (2014). How teachers' beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching: Theory and Practice, 20(3), 338–357. https://doi.org/10.1080/13540602.2013.848521
Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675–686. https://doi.org/10.1016/S0742-051X(02)00027-6
Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 548–594). Macmillan.
Hebert, E., & Worthy, T. (2001). Does the first year of teaching have to be a bad one? A case study of success. Teaching and Teacher Education, 17(8), 897–911. https://doi.org/10.1016/S0742-051X(01)00039-7
Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: Theory and Practice, 18(4), 417–440. https://doi.org/10.1080/13540602.2012.696044
Hoyle, E. (1982). Micro-politics of educational organisations. Educational Management and Administration, 10, 87–98.
Intrator, S. M. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education, 57(3), 232–239. https://doi.org/10.1177/0022487105285890
Jenkins, K., Smith, H., & Maxwell, T. (2009). Challenging experiences faced by beginning casual teachers: Here one day and gone the next! Asia-Pacific Journal of Teacher Education, 37(1), 63–78. https://doi.org/10.1080/13598660802616443
Jokikokko, K., Uitto, M., Deketelaere, A., & Estola, E. (2017). A beginning teacher in emotionally intensive micropolitical situations. International Journal of Educational Research, 81, 61–70. https://doi.org/10.1016/j.ijer.2016.11.001
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006. https://doi.org/10.1016/j.tate.2005.06.009
Kelchtermans, G. (2019). Early career teachers and their need for support: Thinking again. In A. Sullivan, B. Johnson & M. Simons (Eds.), Attracting and keeping the best teachers: Issues and opportunities (pp. 83–98). Springer. https://doi.org/10.1007/978-981-13-8621-3_5
Kelchtermans, G., & Ballet, K. (2002a). Micropolitical literacy: Reconstructing a neglected dimension in teacher development. International Journal of Educational Research, 37(8), 755–767. https://doi.org/10.1016/S0883-0355(03)00069-7
Kelchtermans, G., & Ballet, K. (2002b). The micropolitics of teacher induction: A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105–120. https://doi.org/10.1016/S0742-051X(01)00053-1
Kuzmic, J. (1994). A beginning teacher’s search for meaning: Teacher socialisation, organisational literacy, and empowerment. Teaching and Teacher Education, 10(1), 15–27.
Lassila, E. T., Jokikokko, K., Uitto, M., & Estola, E. (2017). The challenges to discussing emotionally loaded stories in Finnish teacher education. European Journal of Teacher Education, 40(3), 379–393. https://doi.org/10.1080/02619768.2017.1315401
Lassila, E. T., Timonen, V., Uitto, M., & Estola, E. (2017). Storied emotional distances in the relationships between beginning teachers and school principals. British Educational Research Journal, 43(3), 486–504. https://doi.org/10.1002/berj.3280
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. B. (1998). Narrative research: Reading, analysis and interpretation. Sage Publications.
Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2020). Conflicts viewed through the micro-political lens: Beginning teachers’ coping strategies for emotionally challenging situations. Research Papers in Education, 35(6), 746–765. https://doi.org/10.1080/02671522.2019.1633559
Liu, Y., & Zhang, D. (2014). Development of questionnaire on emotional labor among primary and secondary school teachers. Journal of Education and Training Studies, 3(1), 46-55. https://doi.org/10.11114/jets.v3i1.551
Loughran, J., Brown, J., & Doecke, B. (2001). Continuities and discontinuities: The transition from pre-service to first-year teaching. Teachers and Teaching: Theory and Practice, 7(1), 7–23. https://doi.org/10.1080/13540600125107
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Mesker, P., Wassink, H., & Bakker, C. (2018). Experiential continuity: How newly qualified teachers’ past international teaching experiences influence their current personal interpretative framework. Professional Development in Education, 44(3), 444–459. https://doi.org/10.1080/19415257.2017.1347806
O’Shea, S. (2014). Transitions and turning points: Exploring how first-in-family female students story their transition to university and student identity formation identity formation. International Journal of Qualitative Studies in Education, 27(2), 135–158. https://doi.org/10.1080/09518398.2013.771226
Riessman, C. K. (2008). Narrative methods for human sciences. Sage Publications.
Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). SAGE Publications.
Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. Routledge.
Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in teaching and teacher education (TATE) in 1985-2014. Teaching and Teacher Education, 50, 124–135. https://doi.org/10.1016/j.tate.2015.05.008
Vanassche, E., & Kelchtermans, G. (2016). A narrative analysis of a teacher educator’s professional learning journey. European Journal of Teacher Education, 39(3), 355–367. https://doi.org/10.1080/02619768.2016.1187127
Vanderlinde, R., & Kelchtermans, G. (2013). Learning to get along at work. Phi Delta Kappan, 94(7), 33–37. https://doi.org/10.1177/003172171309400713
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.
Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130–178. https://doi.org/10.3102/00346543068002130
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.
Zeichner, K., & Gore, J. (1990). Teacher socialisation. In R. Houston (Ed.), Handbook of research on teacher education (pp. 329–348). Macmillan.
Zembylas, M. (2007). Theory and methodology in researching emotions in education. International Journal of Research and Method in Education, 30(1), 57–72. https://doi.org/10.1080/17437270701207785
Ball, S. (1987). The micro-politics of the school: Towards a theory of school organisation. Methuen.
Ball, S. (1994). Micro-politics of schools. In T. Husén & T. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 3824–3826). Pergamon.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Blase, J. (1988). The everyday political perspective of teachers: Vulnerability and conservatism. International Journal of Qualitative Studies in Education, 1(2), 125–142. https://doi.org/10.1080/0951839880010202
Blase, J. (1991). The politics of life in schools. Power, conflict, and cooperation. Sage.
Blase, J. (1997). The micro-politics of teaching. In B. J. Biddle, T. L. Good & I. F. Goodson (Eds.), International handbook of teachers and teaching (pp. 939–970). Kluwer Academic Publishers.
Bullough, R. V. (2009). Seeking Eudaimonia: The emotions in learning to teach and to mentor. In P. A. Schutz & M. S. Zembylas (Eds.), Advances in teacher emotion research (pp. 33–53). Springer.
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, 24(3), 660–673. https://doi.org/10.1016/j.tate.2006.10.007
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616. https://doi.org/10.1080/01411920600775316
De Vries, S., Van De Grift, W. J. C. M., & Jansen, E. P. W. A. (2014). How teachers' beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching: Theory and Practice, 20(3), 338–357. https://doi.org/10.1080/13540602.2013.848521
Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18(6), 675–686. https://doi.org/10.1016/S0742-051X(02)00027-6
Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 548–594). Macmillan.
Hebert, E., & Worthy, T. (2001). Does the first year of teaching have to be a bad one? A case study of success. Teaching and Teacher Education, 17(8), 897–911. https://doi.org/10.1016/S0742-051X(01)00039-7
Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: Theory and Practice, 18(4), 417–440. https://doi.org/10.1080/13540602.2012.696044
Hoyle, E. (1982). Micro-politics of educational organisations. Educational Management and Administration, 10, 87–98.
Intrator, S. M. (2006). Beginning teachers and the emotional drama of the classroom. Journal of Teacher Education, 57(3), 232–239. https://doi.org/10.1177/0022487105285890
Jenkins, K., Smith, H., & Maxwell, T. (2009). Challenging experiences faced by beginning casual teachers: Here one day and gone the next! Asia-Pacific Journal of Teacher Education, 37(1), 63–78. https://doi.org/10.1080/13598660802616443
Jokikokko, K., Uitto, M., Deketelaere, A., & Estola, E. (2017). A beginning teacher in emotionally intensive micropolitical situations. International Journal of Educational Research, 81, 61–70. https://doi.org/10.1016/j.ijer.2016.11.001
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006. https://doi.org/10.1016/j.tate.2005.06.009
Kelchtermans, G. (2019). Early career teachers and their need for support: Thinking again. In A. Sullivan, B. Johnson & M. Simons (Eds.), Attracting and keeping the best teachers: Issues and opportunities (pp. 83–98). Springer. https://doi.org/10.1007/978-981-13-8621-3_5
Kelchtermans, G., & Ballet, K. (2002a). Micropolitical literacy: Reconstructing a neglected dimension in teacher development. International Journal of Educational Research, 37(8), 755–767. https://doi.org/10.1016/S0883-0355(03)00069-7
Kelchtermans, G., & Ballet, K. (2002b). The micropolitics of teacher induction: A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105–120. https://doi.org/10.1016/S0742-051X(01)00053-1
Kuzmic, J. (1994). A beginning teacher’s search for meaning: Teacher socialisation, organisational literacy, and empowerment. Teaching and Teacher Education, 10(1), 15–27.
Lassila, E. T., Jokikokko, K., Uitto, M., & Estola, E. (2017). The challenges to discussing emotionally loaded stories in Finnish teacher education. European Journal of Teacher Education, 40(3), 379–393. https://doi.org/10.1080/02619768.2017.1315401
Lassila, E. T., Timonen, V., Uitto, M., & Estola, E. (2017). Storied emotional distances in the relationships between beginning teachers and school principals. British Educational Research Journal, 43(3), 486–504. https://doi.org/10.1002/berj.3280
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. B. (1998). Narrative research: Reading, analysis and interpretation. Sage Publications.
Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2020). Conflicts viewed through the micro-political lens: Beginning teachers’ coping strategies for emotionally challenging situations. Research Papers in Education, 35(6), 746–765. https://doi.org/10.1080/02671522.2019.1633559
Liu, Y., & Zhang, D. (2014). Development of questionnaire on emotional labor among primary and secondary school teachers. Journal of Education and Training Studies, 3(1), 46-55. https://doi.org/10.11114/jets.v3i1.551
Loughran, J., Brown, J., & Doecke, B. (2001). Continuities and discontinuities: The transition from pre-service to first-year teaching. Teachers and Teaching: Theory and Practice, 7(1), 7–23. https://doi.org/10.1080/13540600125107
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Mesker, P., Wassink, H., & Bakker, C. (2018). Experiential continuity: How newly qualified teachers’ past international teaching experiences influence their current personal interpretative framework. Professional Development in Education, 44(3), 444–459. https://doi.org/10.1080/19415257.2017.1347806
O’Shea, S. (2014). Transitions and turning points: Exploring how first-in-family female students story their transition to university and student identity formation identity formation. International Journal of Qualitative Studies in Education, 27(2), 135–158. https://doi.org/10.1080/09518398.2013.771226
Riessman, C. K. (2008). Narrative methods for human sciences. Sage Publications.
Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). SAGE Publications.
Savin-Baden, M., & Major, C. H. (2013). Qualitative research: The essential guide to theory and practice. Routledge.
Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in teaching and teacher education (TATE) in 1985-2014. Teaching and Teacher Education, 50, 124–135. https://doi.org/10.1016/j.tate.2015.05.008
Vanassche, E., & Kelchtermans, G. (2016). A narrative analysis of a teacher educator’s professional learning journey. European Journal of Teacher Education, 39(3), 355–367. https://doi.org/10.1080/02619768.2016.1187127
Vanderlinde, R., & Kelchtermans, G. (2013). Learning to get along at work. Phi Delta Kappan, 94(7), 33–37. https://doi.org/10.1177/003172171309400713
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.
Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130–178. https://doi.org/10.3102/00346543068002130
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage Publications.
Zeichner, K., & Gore, J. (1990). Teacher socialisation. In R. Houston (Ed.), Handbook of research on teacher education (pp. 329–348). Macmillan.
Zembylas, M. (2007). Theory and methodology in researching emotions in education. International Journal of Research and Method in Education, 30(1), 57–72. https://doi.org/10.1080/17437270701207785