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] |
| Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194542303 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Newly qualified teachers as a resource in school in a micropolitical perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kvam%2C+Edel+Karin%22">Kvam, Edel Karin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> edel.kvam@uib.no</i><br /><searchLink fieldCode="AR" term="%22Helleve%2C+Ingrid%22">Helleve, Ingrid</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ulvik%2C+Marit%22">Ulvik, Marit</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Roness%2C+Dag%22">Roness, Dag</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Jul2026, Vol. 49 Issue 3, p740-758. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+induction%22">Teacher induction</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+behavior%22">Human behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Office+politics%22">Office politics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194542303 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02619768.2024.2381577 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 740 Subjects: – SubjectFull: Beginning teachers Type: general – SubjectFull: Educational leadership Type: general – SubjectFull: Teacher induction Type: general – SubjectFull: Human behavior Type: general – SubjectFull: Office politics Type: general Titles: – TitleFull: Newly qualified teachers as a resource in school in a micropolitical perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kvam, Edel Karin – PersonEntity: Name: NameFull: Helleve, Ingrid – PersonEntity: Name: NameFull: Ulvik, Marit – PersonEntity: Name: NameFull: Roness, Dag IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 02619768 Numbering: – Type: volume Value: 49 – Type: issue Value: 3 Titles: – TitleFull: European Journal of Teacher Education Type: main |
| ResultId | 1 |
