2015
Coercive Power Scenarios in the Classes Taught by Student Teachers (prezentace na konferenci ECER 2015)
LOJDOVÁ, Kateřina, Kateřina VLČKOVÁ a Josef LUKASZákladní údaje
Originální název
Coercive Power Scenarios in the Classes Taught by Student Teachers (prezentace na konferenci ECER 2015)
Název česky
Scénáře donucovací moci ve třídách studentů učitelství (prezentace na konferenci ECER 2015)
Autoři
LOJDOVÁ, Kateřina (203 Česká republika, garant, domácí), Kateřina VLČKOVÁ (203 Česká republika, domácí) a Josef LUKAS (203 Česká republika, domácí)
Vydání
ECER 2015, Budapešť - European Conference on Research in Education, 2015
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50300 5.3 Education
Stát vydavatele
Maďarsko
Utajení
není předmětem státního či obchodního tajemství
Kód RIV
RIV/00216224:14410/15:00081535
Organizační jednotka
Pedagogická fakulta
Klíčová slova česky
moc; studenti učitelství; donucovací moc; základní škola
Klíčová slova anglicky
power; student teachers; coecive power; lower secondary schools
Příznaky
Mezinárodní význam
Změněno: 20. 10. 2020 16:22, PhDr. Josef Lukas, Ph.D.
V originále
Our aim is to describe how coercive power is negotiated, used, and perceived by student teachers and their students in lower secondary classes (ISCED 2A). Power is an ability of a person to influence opinions, values, and behaviour of others (McCroscey, 2006). In our study we use the most influential, traditional typology of power as a relational phenomenon by French and Raven (1959). 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. Coercive power is based on student`s expectations that he/she will be punished by the teacher if he/she does not conform to the teacher`s influence attempt (French & Raven, 1959). Our research question is How is the process of coercive power negotiation between the student teachers and their pupils realised in Czech lower secondary classes? In our mixed methods research design the quantitative part is based on a survey and focuses on student`s perception of student teacher´s power bases in accordance to French and Raven`s (1959) typology. In quantitative part of the study, which aims at validisation of the French and Raven theory in a broader context, we focus on younger learners (i.e. lower secondary students), Czech sociocultural conditions of power in the classes and on student teacher`s power (i.e. beginning teachers) instead of teacher`s power. For this purpose we adapted one of the latest and most used instruments measuring perceived power of teacher – Teacher Power Use Scale (TPUS; Schrodt, Witt, & Turman, 2007). The qualitative part is based on an ethnographic research design. Data about power negotiation processes were collected via direct (field notes) and indirect (video-recordings) observation and the data about student teacher`s perception of power via deep semi-structured interviews and their reflective diaries.
Česky
Příspěvek pospisuje výsledky výzkumu v oblasti donucovací báze moci u studentů učitelství na praxích na druhém stupni základní školy.
Návaznosti
| GA13-24456S, projekt VaV |
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