Micropolitieke geletterdheid en professionele ontwikkeling bij beginnende leerkrachten

Abstract

Teachers' professional learning takes place in an organizational context, in which issues of power, influence, and control play an important part. In this article we argue that learning how to deal with these inevitable micropolitical aspects of their work lives, constitutes an important dimension in teacher development and needs to be included in any appropriate theory on teacher development. We describe this learning process as the development of micropolitical literacy. Although the development of micropolitical literacy may be stimulated and intensi?ed by particular policy measures or reforms, as a learning process it starts at the very beginning of the teacher's career. Using the micropolitical perspective, we illustrate this by presenting the results of an interpretative analysis of one primary teacher's story about his first years in teaching.