Examining Preservice Teachers' Self-Reported Knowledge and Confidence to Communicate With Parents
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper reports on one aspect of a larger study to examine the relationship between preservice teachers’ self-reports of their levels of knowledge and confidence concerning many key areas of professional knowledge and skills. Knowledge and confidence in working with parents were examined using information provided by current and recently graduated concurrent and consecutive bachelor of education students. Results indicate that although knowledge remains consistent over the course of concurrent education, confidence does increase between Year 1 and 3, but then remains constant. Recent graduates do not feel overly knowledgeable or confident in their ability to communicate with parents. However, consecutive students reported significantly more knowledge and confidence compared to concurrent students. Because communicating with parents is a key expectation of professional teachers, this finding is important. The results of this research support the need for additional strategic instruction and practice to develop skills related to communicating with parents in teacher preparation programs.Keywords: teacher education programs; parents; communication
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it