Newly qualified teachers as a resource in school in a micropolitical perspective.
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| Title: | Newly qualified teachers as a resource in school in a micropolitical perspective. |
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| Authors: | Kvam, Edel Karin1 (AUTHOR) edel.kvam@uib.no, Helleve, Ingrid1 (AUTHOR), Ulvik, Marit1 (AUTHOR), Roness, Dag1 (AUTHOR) |
| Source: | European Journal of Teacher Education. Jul2026, Vol. 49 Issue 3, p740-758. 19p. |
| Subject Terms: | *Beginning teachers, *Educational leadership, *Teacher induction, *Human behavior, Office politics |
| Abstract: | It is well known that newly qualified teachers (NQTs) need support during their induction period. However, emphasising support can be perceived as a deficit approach. Going beyond deficit thinking, this study investigates how NQTs are perceived as a resource in schools in a micropolitical perspective. Based on interview data collected from NQTs, mentors and school leaders in Norwegian upper secondary schools, findings show that NQTs' contributions include a high level of commitment, flexibility, an outside perspective and new knowledge. Furthermore, the study reveals some differences between the groups in terms of how they perceive NQTs as a resource. The study concludes that the notion of NQTs as a resource is influenced by micropolitics in the school. Finally, we address the implications of the study. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | It is well known that newly qualified teachers (NQTs) need support during their induction period. However, emphasising support can be perceived as a deficit approach. Going beyond deficit thinking, this study investigates how NQTs are perceived as a resource in schools in a micropolitical perspective. Based on interview data collected from NQTs, mentors and school leaders in Norwegian upper secondary schools, findings show that NQTs' contributions include a high level of commitment, flexibility, an outside perspective and new knowledge. Furthermore, the study reveals some differences between the groups in terms of how they perceive NQTs as a resource. The study concludes that the notion of NQTs as a resource is influenced by micropolitics in the school. Finally, we address the implications of the study. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02619768 |
| DOI: | 10.1080/02619768.2024.2381577 |
