Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F15%3A00081539" target="_blank" >RIV/00216224:14410/15:00081539 - isvavai.cz</a>

Result on the web

<a href="https://journals.muni.cz/pedor/article/view/5164" target="_blank" >https://journals.muni.cz/pedor/article/view/5164</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/PedOr2015-6-798" target="_blank" >10.5817/PedOr2015-6-798</a>

Result language

čeština

Original language name

Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers

Original language description

Power can be defined as an ability to influence opinions, values, and behaviour of others. The realisation of curricular aims is enabled by clearly established power relationships in classes. Newly qualified teachers often struggle with establishing power relationships. French and Raven?s influential typology of social power as a relational phenomenon distinguishes coercive, reward, legitimate, referent, and expert bases of teacher power. In our methodological study we adapted Teacher Power Use Scale ?TPUS (Schrodt, Witt, &amp; Turman, 2007) measuring these power bases. The adaptation focuses (instead of tertiary teachers, their students, and Anglo-Saxon context) on student teachers, lower secondary students, and reflects the Czech sociocultural context. The non-probability adaptation sample consists of 1686 students from 96 lower secondary classes taught by 96 student teachers on their long term practice.

Czech name

Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers

Czech description

Power can be defined as an ability to influence opinions, values, and behaviour of others. The realisation of curricular aims is enabled by clearly established power relationships in classes. Newly qualified teachers often struggle with establishing power relationships. French and Raven?s influential typology of social power as a relational phenomenon distinguishes coercive, reward, legitimate, referent, and expert bases of teacher power. In our methodological study we adapted Teacher Power Use Scale ?TPUS (Schrodt, Witt, &amp; Turman, 2007) measuring these power bases. The adaptation focuses (instead of tertiary teachers, their students, and Anglo-Saxon context) on student teachers, lower secondary students, and reflects the Czech sociocultural context. The non-probability adaptation sample consists of 1686 students from 96 lower secondary classes taught by 96 student teachers on their long term practice.

Type

J_x - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)

CEP classification

AM - Pedagogy and education

OECD FORD branch

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Project

<a href="/en/project/GA13-24456S" target="_blank" >GA13-24456S: Power in the classes taught by student teachers</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2015

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Pedagogická orientace

ISSN

1211-4669

e-ISSN

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Volume of the periodical

25

Issue of the periodical within the volume

6

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

24

Pages from-to

798-821

UT code for WoS article

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EID of the result in the Scopus database

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