Consistencies Between New Teachers’ Beliefs and Practices and Those Grounding Their Initial Teacher Education Program
Bibliographic record
Abstract
This paper discusses the experiences of beginning teachers as they navigated their first seven years in the profession. Drawing on data from a research study that charted these teachers’ experiences during and after their initial teacher education program, I reveal that although the participants’ teaching contexts varied considerably, patterns emerged in the ways in which they articulated their roles, practices, commitments, and identities as teachers, and these were consistent with the grounding philosophy and principles of the participants’ initial teacher education program. The findings suggest that some new teachers can and do resist the discursive pressures of the field (e.g., those promoting traditional, behaviourist approaches) and that connections can be made between these teachers’ resistance and their initial teacher education program. Dans cet article, je discute d’expériences d’enseignants débutants qui tentent de s’y retrouver dans leur profession pendant leurs sept premières années d’enseignement. Puisant dans des données d’une étude qui a suivi les expériences de ses enseignants pendant et après leur programme d’études en pédagogie, je démontre que, malgré des milieux d’enseignement sensiblement variés, il en découle des modèles similaires. Ces tendances touchent les façons dont les enseignants définissent leurs rôles, leurs pratiques, leurs engagements et leurs identités professionnelles, et elles sont cohérentes avec la philosophie et les principes de base du programme d’études en pédagogie qu’a suivi chaque participant. Les résultats laissent supposer que certains nouveaux enseignants sont non seulement en mesure de résister aux pressions découlant des discours du domaine (p. ex., ceux qui promeuvent les approches traditionnelles et comportementalistes) mais qu’ils le font en réalité. De plus, les résultats donnent à penser qu’il existe des liens entre la résistance de ces enseignants et leur programme d’études en pédagogie.
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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 | 0.009 | 0.025 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.012 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.004 |
| 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".