Preservice Teachers Reflections on Risk-Taking: The Dynamics of Practice and Experience While Experimenting With Innovation During Student Teaching
Bibliographic record
Abstract
In this study we explore the reflections of 14 preservice teachers preparing for English as a second language (ESL) or social science teaching in high school. We wished to know what encouraged them to experiment with innovative practice, notably cooperative learning, during their practicum: what they perceived as tolerable and intolerable risk factors, and what helped them to persist in trying the new approach. Inductive analysis of the transcripts of recorded planning and post-observation conversations with the participants reveals that once the impetus for the process is provided, risk-taking in student teaching depends primarily on students' reactions in the classroom, an effective support system for planning, and feedback from either the supervisor and/or the cooperating teacher, as well as from peers, in an atmosphere of mutual trust.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.046 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.008 | 0.012 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.003 | 0.009 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".