Les futurs enseignants et la didactique du français écrit: l'impact de la compétence perçue et réelle sur l'évolution des représentations à propos de la langue et de son enseignement
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
The purpose of this article is to describe the evolution of student teachers' representations on written French, according to their linguistic competence and to the appropriateness of their perceived competence in French. To achieve this, a survey was filled in twice by 67 students taking a first-year university course on grammar teaching, at the beginning and the end of the semester. This survey assessed beliefs about ten topics covered during the course. In general, after the course, students' representations have changed, in a way that varies according to the beliefs considered. Linguistic competence influences the ability to make one's representations evolve positively: the more one is competent in written French, the more one perceives one's competence correctly, the more one is open to the training given through the course; the less one is competent in written French, the more one overestimates one's competence, and the less one benefits from the course to make one's representations evolve. These results are particularly important in order to build a successful training program for student teachers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.001 |
| 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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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