"Yes, What Else?": Hybrid Forms of Teacher Power in College Classrooms

Autor/inn/en	Bustamante, Maria Cristina P.; Fajardo, Margarita Felipe
Titel	"Yes, What Else?": Hybrid Forms of Teacher Power in College Classrooms
Quelle	In: Journal of Classroom Interaction, 57 (2023) 1, S.6-17 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	College Faculty; Power Structure; Teacher Student Relationship; Interaction; Interpersonal Communication; Teacher Attitudes; Student Attitudes; Foreign Countries; Undergraduate Students; Teaching Styles; Intention; Beliefs; Philippines + Suchen Sie Ihr Suchwort? Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Interpersonale Kommunikation; Lehrerverhalten; Schülerverhalten; Ausland; Lehrstil; Unterrichtsstil; Belief; Glaube; Philippinen
Abstract	Teacher power is a crucial component in understanding power dynamics in classroom discourse. Using Schrodt et al.'s typology of power bases as a lens, this qualitative case study discovered that teacher participants used hybrid forms of power when interacting with their college students in one block-section class in the Philippines. Moreover, the study revealed that communication in the classroom tends to break down when there is a mismatch between teachers' and students' assumptions about the best ways to facilitate learning. This study extends the theories on teacher power by demonstrating that power bases can manifest simultaneously instead of separately in a discourse. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01