The purpose of this study is to examine thesocialisation of new teachers into teaching in a school inSingapore through the lenses of positioning theory andmicropolitical theory. Individually, they have been drawnon to discuss the socialisation of teachers. To the best ofmy knowledge, there has been no prior study that examinesthe socialisation of new teachers from both positioningtheory and micropolitical theory perspectives which wouldbe interesting because positioning theory, on one hand, isconcerned with explaining what people do and how they doit; micropolitical theory, on the other, is concerned withexplaining why people do it. The selection of participantsfor the study is based on purposeful sampling. It comprisesseven new teachers from one neighbourhood school inSingapore. The data are collected primarily through inter-views with new teachers and mentors. It is supplementedby non-participant observations of new teachers’ lessonsand informal observations of their interactions with theircolleagues. The analyses of the data are performed usingthematic analysis. The findings suggest that the socialisa-tion of new teachers into teaching probably begins earlier,and that both formal and informal mentoring play a sig-nificant role in their socialisation into teaching. Colleaguesand students also play a part in their socialisation intoteaching. This in-depth case study not only contributes tothe socialisation scholarship, but also provides policymakers, schools and teacher educators with useful insightson how they could improve the socialisation experiences ofnew teachers

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• Examining the Socialisation of New Teachers Through the Lensesof Positioning Theory and Micropolitical Theory