"Uncentering" Teacher Beliefs: The Expressed Epistemologies of Secondary Science Teachers and How They Relate to Teacher Practice
Bibliographic record
Abstract
This multi-university, three-year longitudinal study examined the relationship among seven secondary science teachers ‘ personal, student and scientific epistemologies. Paying close attention to each participant‘s use of metaphor when speaking about his/her learning, students ‘ learning and the products/processes of science, we were able to discern each participant‘s epistemological stance as indicating the acquisition metaphor of learning or the participation metaphor of learning or some combination of the two (pluralistic). We compared video recordings of each participant‘s classroom teaching practice to develop an understanding for how their epistemological stance might relate to that practice. Based on our results, we contradict the current paradigm that beliefs guide practice, by positing that practice might actually determine beliefs. Where teachers having more field experiences were more likely to talk about learning through doing (participation) and those whose practice emphasized knowledge transfer, adhered to the acquisition metaphor for student learning. If teacher practice influenced their beliefs, this has profound implications for the structure of teacher education programs.
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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 | 0.011 | 0.033 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.006 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| 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 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".