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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

čeština

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA13-24456S" target="_blank" >GA13-24456S: Moc ve školních třídách studentů učitelství</a><br>

Návaznosti

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

Rok uplatnění

2015

Kód důvěrnosti údajů

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

Název periodika

Pedagogická orientace

ISSN

1211-4669

e-ISSN

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Svazek periodika

25

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

24

Strana od-do

798-821

Kód UT WoS článku

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EID výsledku v databázi Scopus

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