ENHANCING MENTORSHIP IN THE PRACTICUM: IMPROVING CONTEXTUAL SUPERVISION
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. This report describes a project that enacted recent changes to the implementation of the Contextual Supervision (CS) model with two cohorts of classroom cooperating teachers (CCTS) and their teacher-interns in an extended-practicum program in Western Canada. When compared to the results of previous research on CS, the findings from the current study reveal a distinct improvement in the appropriate matching of cooperating teachers' mentorship styles with their teacher-interns' skill-specific developmental levels in teaching. Reasons for this improvement are presented, and implications for practicum organizers are drawn. POUR FAVORISER LE MENTORAT DURANT LES STAGES PRATIQUES: L'AMELIORATION DES SUPERVISIONS CONTEXTUELLES RESUME. Cet article decrit la mise en place de recents changements dans l'implantation du modele de supervision contextuelle (SC) aupres de deux groupes de maitres associes et de leurs stagiaires lors d'un stage de longue duree dans l'ouest canadien. Lorsque les resultats de cette presente etude sont compares aux recherche anterieures portant sur la supervision contextuelle, les conclusions revelent une amelioration appreciable dans l'appariement du style de mentorat des maitres associes et du degre de developpement des habiletes pedagogiques du stagiaire. Les raisons de cette amelioration sont presentees ainsi que leurs implications dans la planification des stages pratiques.
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 | 0.016 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it