Přehled o publikaci

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.