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Oulun yliopiston väitöskirjat

TENSIONS IN THE RELATIONSHIPS, ACTA UNIVERSITATIS OULUENSIS E Scientiae Rerum Socialium 171

ISBN-13:	978-952-62-1475-7
Kieli:	englanti
Kustantaja:	Oulun yliopisto
Oppiaine:	Kasvatustiede
Painos:	Osajulkaisuväitöskirjan yhteenveto-osa
Painosvuosi:	2017
Sijainti:	Print Tietotalo
Sivumäärä:	106
Tekijät:	LASSILA ERKKI T.

20.00 €

This research examines stories told by beginning teachers’ and asks what kinds of tensions characterise their work? In earlier research tensions have been seen as personal, but here the emphasis is on how they are embedded and born in the interaction between the teachers and the relational and micropolitical environments of their schools. Tensions refer to situations, where teachers do not know how to act correctly, when two or more values or views conflict and several possible justifiable courses for action exist. Tensions are not emotions, but they are often accompanied by a strong emotional experiences. Tensions are often seen just as problems, but they can also contribute to professional growth. The empirical part is based on the basic view in narrative research, where telling stories is understood as a means through which people make sense of themselves and the world around them. The main research material are stories produced in interviews with sixteen (16) Japanese beginning teachers. For one sub-study, interviews with seven (7) senior teachers and field notes in one junior high school were also produced. In the analysis, holistic reading of individual stories, multi-voiced analysis of one narrative environment and a more traditional thematic analysis were utilised. The results show how the tensions in beginning teachers’ work are connected to their ideals on being a good teacher conflicting with expectations in the micropolitical environment of the schools. As a junior, the beginning teacher is expected to assume an obedient position with their seniors. The results also show how the views on being a good teacher emphasize putting common interests and responsibilities over personal matters. By acting against the expectations, the beginning teacher may risk harming the very important collegial relationships and therefore often decides to give up his or her ideals. The tensions are therefore born from the teacher having to give up his or her ideals and assuming opposing views. Learning how to deal and live with these relational and micropolitical tensions is connected to teacher well-being and attrition. Therefore, it is recommendable that tensions are paid sufficient attention to in both teacher education and in the schools.

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