2015
Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers
VLČKOVÁ, Kateřina, Jan MAREŠ a Stanislav JEŽEKZákladní údaje
Originální název
Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers
Název česky
Adaptace Teacher Power Use Scale na žáky nižšího sekundárního vzdělávání a studenty učitelství
Název anglicky
Adaptation of Teacher Power Use Scale to Lower Secondary Students and Student Teachers
Autoři
VLČKOVÁ, Kateřina (203 Česká republika, garant, domácí), Jan MAREŠ (203 Česká republika, domácí) a Stanislav JEŽEK (203 Česká republika, domácí)
Vydání
Pedagogická orientace, Brno, Česká pedagogická společnost, 2015, 1211-4669
Další údaje
Jazyk
čeština
Typ výsledku
Článek v odborném periodiku
Obor
50300 5.3 Education
Stát vydavatele
Česká republika
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Kód RIV
RIV/00216224:14410/15:00081539
Organizační jednotka
Pedagogická fakulta
Klíčová slova česky
báze moci; studenti učitelství; TPUS; adaptace nástroje; konfirmativní faktorová analýza
Klíčová slova anglicky
Power bases; Teacher Power Use Scale; student teachers; lower secondary education; scale adaptation; confirmatory factor analysis
Příznaky
Recenzováno
Změněno: 18. 3. 2016 14:19, doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
V originále
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.
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, & 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.
Návaznosti
| GA13-24456S, projekt VaV |
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