Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago
Bibliographic record
Abstract
The study examined the extent to which there were changes in pre-service teachers’ beliefs, expectations and other teacher preparation issues over a four-year period at the University of Trinidad and Tobago. The study was guided by the conceptual framework of Calderhead and Shorrock (1997) – the personal, critical, academic, practical and technical orientation - and compared pre-service teachers’ reflections on these five components before and after their exposure to the practicum at the university. The participants in the study were 36 pre-service beginning teachers who were never exposed to any teacher training programme. There were 12 males and 24 females whose average ages were 24 years. Data were collected through in-depth semi-structured interviews at the beginning and the end of the four year period. The interview data were audio-taped and later transcribed in the tradition of grounded theory (Glaser and Strauss, 1967). Systematic coding was used to uncover key features and emerging themes from the first and second phases of the study. Five categories consistent with the conceptual framework of the study were identified: beliefs and expectations, mentorship support, resource adequacy, content and pedagogical knowledge and adequate classroom experiences. The findings suggested there were some changes in pre-service beliefs and expectations and other preparation issues. There were also mixed messages from the beginning teachers with regard to adequate resources, mentorship support and classroom experiences. Recommendations were made for the continuing professional development of these novice teachers.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".