Preservice Science Teachers' Perceptions of Their Practicum Classrooms
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
Practicum experiences in schools are highly valued in science teacher education programs. Yet, there are few studies examining secondary preservice science teachers' practicum classrooms. This mixed-methods study explored secondary preservice science teachers' perceptions of their practicum classroom learning environments, interpreted from an open-ended survey questionnaire, as well as from an adapted version of the Constructivist Learning Environment Survey (CLES; Taylor, Fraser, & Fisher, 1997). Twenty-two preservice teachers within secondary science methods courses volunteered to complete the survey. Qualitative survey findings were corroborated by quantitative results from the CLES survey. Overall, the preservice teachers perceived their practicum classrooms to incorporate some constructivist learning environment factors, but the critical constructivist perspective underpinning the survey was not found. Additionally, innovative practices cogent with these practices were not supported by most of their co-operating teachers. Implications of how preservice education programs can better support prospective science teachers' views and practices during practicum are discussed.
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 | 0.002 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 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