Search

Purpose: The professional development of novice teachers is receiving increased attention. Although conflict is regarded as an essential factor affecting the effectiveness of the school professional learning community, it is often hidden unspokenly. This study uncovers the conflict experiences of female novice teachers in an Asian cultural context and investigates how such experiences influence their professional development and emotions. Design/methodology/approach: The case study approach was adopted. Four participants were selected according to specific criteria, and two rounds of semi-structured interviews were conducted in five years to identify the conflicting parties, conflict types, coping strategies and resulting impact. Findings: Longitudinal qualitative data have revealed that female novice English language teaching (ELT) teachers mainly reported conflicts with their female colleagues. Goal, task and relationship conflict are the most common types of conflict encountered, while the strategies of avoiding, dominating and obliging are the most popular. This study also discusses the impacts of such conflict experiences. Originality/value: This study identifies the influence of culture, particularly a culture of high power distance and an emphasis on "precious harmony", on novice female teachers' conflict coping and offers insights into how conflict can be utilised to enhance novice teachers' professional development in the school professional learning community.

In the digital age, Information and Communications Technology (ICT) has enabled learning to happen everywhere, leading to a shift of schooling to the home field and strengthening parents' educational responsibilities. Meanwhile, it may also cause the digital divide and digital reproduction, thereby exacerbating educational inequality. Against this backdrop, this study focused on parental digital involvement in online learning and introduced an emerging concept, digital capital, to understand the differences in parental involvement across socio‐economic backgrounds at the three levels of the digital divide. Drawing from the analysis of 90 Chinese parents' self‐narrated data, this paper identified four types of parental digital involvement according to parents' digital competence and ICT acceptance, and the conversion processes of different forms of capital underlying parental digital involvement were also clarified. The findings from this study expanded the theoretical understanding of inherited cultural capital and social reproduction in online learning in the context of educational digitization. [ABSTRACT FROM AUTHOR]