Adaptation of Teacher Power Use Scale to Younger Learners, Student Teachers, and Czech Conditions

VLČKOVÁ, Kateřina and Kateřina LOJDOVÁ. Adaptation of Teacher Power Use Scale to Younger Learners, Student Teachers, and Czech Conditions. In European Conference on Research and Instruction EARLI 2015, Kypr. 2015.

Basic information

• Original name: Adaptation of Teacher Power Use Scale to Younger Learners, Student Teachers, and Czech Conditions
• Authors: VLČKOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution) and Kateřina LOJDOVÁ (203 Czech Republic, belonging to the institution).
• Edition: European Conference on Research and Instruction EARLI 2015, Kypr, 2015.

Other information

• Original language: English
• Type of outcome: Conference abstract
• Field of Study: 50300 5.3 Education
• Country of publisher: Cyprus
• Confidentiality degree: is not subject to a state or trade secret
• RIV identification code: RIV/00216224:14410/15:00080874
• Organization unit: Faculty of Education
• Keywords (in Czech): báze moci; studenti učitelství; TPUS; adaptace nástroje; konfirmativní faktorová analýza
• Keywords in English: power; power bases; student teachers; TPUS; instrument adaptation; CFA
• Tags: International impact, Reviewed

Abstract

In our study we test the most influential, traditional typology of power as a relational phenomenon from French and Raven (1960). It distinguishes teacher's power in relation to a (by students perceived) principle on which it is based on, i.e. coercive, reward, legitimate, referent, and expert power. Power is understood as an ability of a person or a group to influence opinions, values, and behaviour of others (McCroskey et al., 2006). Our validisation study focuses on younger learners (lower secondary students), Czech sociocultural conditions of power in the classes and on student teacher`s power. For this purpose we adapted Teacher Power Use Scale (Schrodt, Witt, & Turman, 2007) first for measuring teacher`s power, later for measuring student teacher`s power. The convenient sample for the first adaptation consisted of 2188 students from 117 lower secondary classes, for the second of 130 classes taught by student teachers on a long term practice. The data about Czech teachers` classes basically supported the theory with the difference that “negative” power bases (legitimate and coercive) were perceived as one factor and were strongly correlated. The data about student teachers will be presented at the conference and compared with the results of Czech teachers and international findings.

Abstract (in Czech)

Představena je adaptace nástroje měřícího báze moci TPUS (Schrodt, Witt a Turman, 2007) na české podmínky, mladší žáky a studenty učitelství.

Links

• GA13-24456S, research and development project: Name: Moc ve školních třídách studentů učitelství

Investor: Czech Science Foundation, Power in the classes taught by student teachers