Beginning Teachers and Understanding the
Micropolitical Issues at School Colleen Conway
I have spent most of my research career examining the challenges faced by beginning music teach- ers and exploring strategies such as mentoring and induction to support new teachers (Conway, 2015). The studies in this area are consistent in documenting common novice teacher challenges such as classroom management, scheduling and resources, and the feeling of being silenced. In a recent study of music teacher induction, I asked experienced teachers who had participated in a beginning teacher study in their first year of teach- ing (11 years previously) to examine interview transcripts and journals from that first year. A key theme in the study was participant teachers feeling as if they “understand schools” better now than they did as beginning teachers. (Conway, 2012, p. 71).
In an effort to learn what it means for teachers to “understand schools”, I began to explore ways to study that notion. Researchers in general educa- tion who study beginning teachers have often discussed a concept called micropolitical literacy (Curry et al., 2008; Kelchtermans & Ballet, 2002a, 2002b). Kelchtermans and Ballet (2002b) defined micropolitical literacy as the “capacity to under- stand, navigate and influence the micro-political realities of schools” (p. 756). Micropolitical reali- ties include the challenges associated with engag- ing “proactively with colleagues, administrators, parents as well as the wider community” (Curry et al., 2008, p. 661). Additionally, Curry et al. (2008) suggested that that micropolitical literacy is “necessary in order for beginning teachers to ef- fectively contribute to school reform or advance transformative, critical visions of education” (p. 660).
Jared Rawlings (University of Utah), and I used micropolitical literacy as a framework for study- ing the experiences of three beginning music teachers. The purpose of this paper is to share some of the findings of that study. The full details of the research can be found in Conway and Rawl- ings (2015).
31 Classroom Management
Classroom management is a well- documented challenge for all beginning teachers, both within and outside the field of music. Considering the large number of students in the music classroom and the “noise-makers” often in hand, it is no won- der that managing students is the most commonly discussed challenge for music teachers. When considering classroom management in relation to micropolitics the concept of power is what comes to the forefront. I learned in my research studies that beginning teachers often work to have power “over” their students and use words like “disci- pline,” “getting them to listen,” and “forcing them to behave.” More experienced teachers tend to consider power “with” students rather than “over” and work to empower their students to manage themselves. Those who work with new teachers can help them make the shift from viewing the teacher’s role as having power “over” students to creating power “with” students. This type of pow- er forms when the teacher is able to empower and motivate students to be engaged in the classroom, and the words like “discipline” and “force” are no longer applicable.
Scheduling and Resources
Beginning teachers are at the mercy of admin- istrators when it comes to course schedules and program resources. Conway and Rawlings (2015) suggested:
Micropolitics, in this situation, helps us un- derstand that there is an art to knowing how to secure the time and resources for music classes. Beginning music teachers know that there is a hierarchy, and insider knowledge is necessary to try to get what is needed to execute the curriculum. The notion of feel- ing supported was situational and reported by all participants as being connected to the administration. The participants knew that a hierarchy existed in the building and dis-
Research
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