tailieunhanh - Navigating “praxis shock”: Disentangling an early career teacher’s emotions and actions in organizational socialization through a micropolitical lens

In the present research, we seek to study the process of organizational socialization of early career teachers (ECTs) through a micropolitical lens that focuses on the issues of power, control and influence as part of the ECTs’ sense-making of and acting in their job. | VNU JOURNAL OF FOREIGN STUDIES VOL. 37 NO. 3 2021 103 NAVIGATING PRAXIS SHOCK DISENTANGLING AN EARLY CAREER TEACHER S EMOTIONS AND ACTIONS IN ORGANIZATIONAL SOCIALIZATION THROUGH A MICROPOLITICAL LENS Tran Thi Ngan VNU University of Languages and International Studies Pham Van Dong Cau Giay Hanoi Vietnam Received 3 December 2020 Revised 5 February 2021 Accepted 26 May 2021 Abstract In the present research we seek to study the process of organizational socialization of early career teachers ECTs through a micropolitical lens that focuses on the issues of power control and influence as part of the ECTs sense-making of and acting in their job. By means of a case study with a beginning Vietnamese university teacher we attempt to answer two questions 1 what sorts of emotions does the ECT experience in her organizational socialization and in challenging micropolitical situations in particular 2 what kinds of action does the ECT employ in such situations The research material consists of three narrative interviews within one academic year. The findings highlight the importance of the micropolitics of the school as an organization and the multiple emotional dimensions that are present when ECTs strive to reconcile the school micropolitics with their own beliefs and values as teachers. Along with that the research contributes knowledge about how ECTs learn to negotiate challenging micropolitical situations using diverse types of micropolitical actions. Implications are also proposed with regard to teacher training and induction. Keywords micropolitics early career teachers emotions micropolitical actions 1. Introduction 2002a b Veenman 1984 Wideen et al. 1998 which is their confrontation with the The induction phase for early career realities and responsibilities of being a teachers ECTs also called beginning classroom teacher that puts their beliefs and teachers is generally characterized by their ideas about teaching to the test challenges constant search for a .