Pre-Service Teachers’ Understandings of Literacy Practices
Bibliographic record
Abstract
This paper presents a 2-year study of pre-service teachers’ understandings of and views toward literacy. Data werecollected via pre-service teachers’ 48-hour literacy log, reflections and lesson plans. Findings indicate thatpre-service teachers’ perceptions of literacy were initially bound by traditional views toward literacy, focusing solelyon print based literacy. Throughout the semester via coursework and field experience, pre-service teachers gainednew insights about the literacies of their students. By the end of the semester they had broadened theirunderstandings of and views toward literacy, acknowledging the need to support their students’ academic literacyand they affirmed the need to learn how to engage in instructional practices that support twenty-first century skills inorder to bridge the gap between their students’ life-world and academic literacy. However, upon transition into fieldexperiences they encountered several barriers such as limited accessibility and school policies precluded use of theirnewfound conceptions in their teaching. The significance of the study puts forth an implication for teacher educatorsto support pre-service teachers with opportunities to explore and ground their professional beliefs about literacy andopportunities to engage as reflective practitioners.
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How this classification was reachedexpand
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 | 0.001 | 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 | 0.003 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".