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Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities |
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| Authors: | Marnie Curry Kim Jaxon Jennifer Lin Russell Mary Alice Callahan Jeanette Bicais |
| Institution: | 1. Project IMPACT, University of California, Berkeley, 927 Pacific Avenue, Alameda, CA 94501, USA;2. Project IMPACT, University of California, Berkeley, 7590 Lindsay Avenue, Orland, CA 95963, USA;3. Project IMPACT, University of California, Berkeley, 6656 Charing Cross Road, Oakland, CA 94618, USA;4. Project IMPACT, University of California, Berkeley 747 14th Avenue, San Francisco, CA 94118, USA;5. Project IMPACT, California State University, East Bay, 7825 Burns Ct., El Cerrito, CA 94530, USA |
| 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. |
| Keywords: | Beginning teachers Induction Inquiry Micropolitics Oraganization Professional community Teachers |
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