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The Micropolitics of Student Teachers’ Professional Vulnerability During Teaching Practicums: A Chinese Perspective

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Abstract

This research examines Chinese student teachers’ professional vulnerability through the lens of micropolitical theory. First, this research illustrates the participants’ five aspects of professional vulnerability during teaching practicums, which includes establishing professional relationships, negotiating the feasibility and ethics of different pedagogical approaches, conflicting commitment and responsibilities, peripheral positions and conflicting interests, and the politics of practicum implementation. Second, this study reveals how the participants navigate the hierarchical power dynamics embedded in the teaching practicums. Third, this study demonstrates that the micropolitical realities of the teaching practicums affect the Chinese STs’ professional vulnerabilities. The implications for improving teaching practicums, especially student teaching in China and beyond, are discussed.

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Notes

  1. In this paper, we think professional obligation is one aspect of student teachers’ professional vulnerability. Kelchtermans (2009), the major micropolitical theory scholar, categorized teachers’ vulnerability (self- understandings) into several areas, such as self-image, self-esteem, and task perception. In line with this argument, we found that professional obligations constitute STs’ professional vulnerability.

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Author information

Authors and Affiliations

  1. Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA

    Gang Zhu, Hersh Waxman & Lynn M. Burlbaw

  2. Department of Educational Psychology, Texas A&M University, College Station, TX, USA

    Hector Rivera

Authors
  1. Gang Zhu
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  2. Hersh Waxman
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  3. Hector Rivera
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  4. Lynn M. Burlbaw
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Corresponding author

Correspondence to Gang Zhu.

Appendix

Appendix

Interview protocol:

  1. 1.

    How do you perceive your role and responsibilities during the practicum?

  2. 2.

    How do you develop your repertoire of pedagogies in the practicum?

  3. 3.

    How do you establish your professional relationship with your mentor/students?

  4. 4.

    Do you have any competing commitments/conflicts in the practicum? How do you feel about them?

  5. 5.

    How do you perceive your role/position in the practicum?

  6. 6.

    What do you think about the practicum evaluation/arrangement? How does it affect your professional vulnerability?

Written reflection instructions: Please narrate your role perception during the practicum. Please also discuss how the practicum contexts affect your professional vulnerability as a student teacher.

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Zhu, G., Waxman, H., Rivera, H. et al. The Micropolitics of Student Teachers’ Professional Vulnerability During Teaching Practicums: A Chinese Perspective. Asia-Pacific Edu Res 27, 155–165 (2018). https://doi.org/10.1007/s40299-018-0374-5

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  • DOI: https://doi.org/10.1007/s40299-018-0374-5

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