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  • Power in the classroom is current topic within not merely European educational theory (Barraclough, & Stew art, 1992, Golish, & Olson, 2000, Richmond, McCroskey, Davis, & Koontz, 1980, Schrodt, Witt, Myers, Turman, Barton, & Jernberg, 2008, Staton, 1992, Šeďová, 2011). Although the theory of pow er is rich, the European research of pow er in the classroom needs to be strengthen. The concept of power in the classroom is conceptualized in different theoretical orientations. Richmond, & McCroskey (1984) looked for a connection betw een individual bases of pow er and cognitive and affective pupil learning. Another authors emphasize teachers’ use of power bases and learner empowerment (Schrodt, Witt, Myers, Turman, Barton, & Jernberg, 2008).
  • Power in the classroom is current topic within not merely European educational theory (Barraclough, & Stew art, 1992, Golish, & Olson, 2000, Richmond, McCroskey, Davis, & Koontz, 1980, Schrodt, Witt, Myers, Turman, Barton, & Jernberg, 2008, Staton, 1992, Šeďová, 2011). Although the theory of pow er is rich, the European research of pow er in the classroom needs to be strengthen. The concept of power in the classroom is conceptualized in different theoretical orientations. Richmond, & McCroskey (1984) looked for a connection betw een individual bases of pow er and cognitive and affective pupil learning. Another authors emphasize teachers’ use of power bases and learner empowerment (Schrodt, Witt, Myers, Turman, Barton, & Jernberg, 2008). (en)
Title
  • Development of Power Relationships in the Classroom of Future Teachers
  • Development of Power Relationships in the Classroom of Future Teachers (en)
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  • Development of Power Relationships in the Classroom of Future Teachers
  • Development of Power Relationships in the Classroom of Future Teachers (en)
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  • RIV/00216224:14410/13:00073447!RIV15-GA0-14410___
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  • power relationships; classroom; teacher; lower secondary classes (en)
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  • Bradová, Jarmila
  • Šalamounová, Zuzana
  • Lojdová, Kateřina
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  • 14410
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