The teaching practicum as an opportunity for professional growth: perceptions of three associate-teachers /
Bibliographic record
Abstract
The purpose of this study was to examine the student-teaching practicum as an \nopportunity for professional growth for associate-teachers. Three associate-teachers from \none school board in southern Ontario were purposefully selected to participate in the \nstudy. Participants were interviewed before and after one 4-week teaching practicum. \nThey were asked to keep a reflective journal during the practicum, and provided with \nquestions to guide their reflection. \nThe literature suggests that meaningful professional development is contextual \nand requires reflection on practice. For example, Schon's (l987b) hall of mirrors \nphenomenon occurs when teachers reflect on their own practice while observing and \nguiding the practice of others. Findings from this study suggest the teaching practicum \nhas the potential to be a valuable professional development opportunity for associateteachers, \nbut that the university and the school board affiliated with the participants do \nnot conceptualize it as such. As well, the research suggests that although all participants \nfound the teaching practicum valuable, the extent to which they were able to grow \nprofessionally depended on their professional personality. In addition, it was found that \nthe reflective journal enhanced opportunities for associate teacher reflection. This \nresearch suggests that universities and school boards may wish to consider the studentteacher \npracticum as a professional development opportunity.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.006 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| 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".