STUDENTS OR PROFESSIONALS: IDENTITY CONFLICTS IN EXPERIENCE-BASED TEACHER EDUCATION
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
ABSTRACT. Focus group and questionnaire data are used to explore the tensions experienced by teacher education candidates between the roles of teacher and of student. Data are from a series of evaluation studies of a one-year teacher education program that was restructured to provide an extended practicum beginning on the first day of the school year and ending in December. During this time, candidates were expected to act as teachers; also the program expectation was that the candidates would treat their teacher education year as their first year as professionals and not as their last year as students. The analysis reveals conflicts between these roles: e.g., assessment requirements within the practicum and within courses seemed contrary to the espousal of professionalism, and the emphasis on leaming from experience ran counter to candidates' early wishes to be told what to do. The paper concludes that those features of the professional and student roles that offer a productive counterpoint need to be identified for teacher education. ETUDIANTS OU PROFESSIONNELS: CONFLITS D'IDENTITE CHEZ LES ETUDIANTS INSCRITS A DES PROGRAMMES DE FORMATION DES MAITRES AXES SUR L'APPRENTISSAGE PAR L'EXPERIENCE RESUME. Les tensions que subissent les professeurs stagiaires partages entre leurs roles d'enseignant et d'etudiant ont ete analysees a l'aide de groupes de discussion et de questionnaires. Les donnees sont issues d'une serie d'etudes evaluatives sur un programme de formation des maitres d'une duree d'un an restructure de maniere a y integrer un stage prolonge. Du jour de la rentree des classes jusqu'au mois de decembre, les etudiants etaient censes remplir les fonctions d'un enseignant tout en considerant leur annee de formation comme leur premiere annee d'exercise plutot que leur derniere annee d'etudes. L'analyse met en evidence des conflits entre ces deux roles. Par exemple, les imperatifs d'evaluation du stage et des cours semblaient s'opposer a l'adoption d'une attitude professionnelle et l'importance accordee a l'apprentissage par l'experience contrariait l'aspiration initiale des etudiants a suivre des consignes. Les auteurs en deduisent qu'il faut caracteriser, pour les besoins de la formation des maitres, les roles professionnel et etudiant, de facon a trouver une complementairite productive.
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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 | 0.006 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it