VLČKOVÁ, Kateřina, Jan MAREŠ and Stanislav JEŽEK. Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers. Pedagogická orientace. Brno: Česká pedagogická společnost, 2015, vol. 25, No 6, p. 798-821. ISSN 1211-4669. doi:10.5817/PedOr2015-6-798.
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Basic information
Original name Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers
Name in Czech Adaptace Teacher Power Use Scale na žáky nižšího sekundárního vzdělávání a studenty učitelství
Name (in English) Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers
Authors VLČKOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution), Jan MAREŠ (203 Czech Republic, belonging to the institution) and Stanislav JEŽEK (203 Czech Republic, belonging to the institution).
Edition Pedagogická orientace, Brno, Česká pedagogická společnost, 2015, 1211-4669.
Other information
Original language Czech
Type of outcome Article in a journal
Field of Study 50300 5.3 Education
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
WWW Full text PedOr
RIV identification code RIV/00216224:14410/15:00081539
Organization unit Faculty of Education
Doi http://dx.doi.org/10.5817/PedOr2015-6-798
Keywords (in Czech) báze moci; studenti učitelství; TPUS; adaptace nástroje; konfirmativní faktorová analýza
Keywords in English Power bases; Teacher Power Use Scale; student teachers; lower secondary education; scale adaptation; confirmatory factor analysis
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Changed by Changed by: doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D., učo 23594. Changed: 18. 3. 2016 14:19.
Abstract
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, & 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. Our data basically support French and Raven’s theory and the original TPUS, except that the structure of student teacher power bases seems to be naturally simpler in the perception of lower secondary students. Above all, legitimate and coercive power bases were strongly inter-correlated, i.e. perceived by students as one factor; similar to teacher power bases structure in the Czech data.
Abstract (in English)
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, & 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. Our data basically support French and Raven’s theory and the original TPUS, except that the structure of student teacher power bases seems to be naturally simpler in the perception of lower secondary students. Above all, legitimate and coercive power bases were strongly inter-correlated, i.e. perceived by students as one factor; similar to teacher power bases structure in the Czech data.
Links
GA13-24456S, research and development projectName: Moc ve školních třídách studentů učitelství
Investor: Czech Science Foundation, Power in the classes taught by student teachers
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