| Description |
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). Different perspective is employed by Barraclough & Ste The aim of the research is to describe in detail how student teachers and their pupils negotiate, use, and perceive pow er in Czech low er secondary school education during their long term teaching practice (i.e., within the duration of one semester during which student teachers meet w ith pupils from one class on a regular basis). In this paper we argue that newly qualified teachers know necessary information of their teaching subjects, but they do not know how to meet conditions for establishing power relationships in the classroom, therefore research on power is conducted.
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