Looking Again at "Surface-Level" Reflections: Framing a Competence View of Early Teacher Thinking.
Bibliographic record
Abstract
In this paper, we present the results of a study on the reflection practices of pre-service teachers in the context of a student teaching seminar. Specifically, we examine and reinterpret reflective practices that are typically framed as “low level” and are categorized as descriptive, routine, or technical. We ask: How can we understand a wide range of teacher reflection practices, especially those that do not appear to exhibit much depth? We highlight patterns to suggest how seemingly routine reflections may serve a relevant purpose for teacher growth and development. Findings show that beginning teachers’ use multiple strategies to pose questions, identify realizations, and name action steps—for example, narrating or describing, posing How do I…? or How can I…? questions, and stating self-affirmations. We conclude by suggesting that teacher educators must aim to observe, value, and engage the existing reflection practices of beginning teachers. Teacher educators can support beginning teachers to use a wide range of reflection strategies to create meaning and coherence in relation to their teaching.
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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 | 0.008 | 0.022 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.004 | 0.024 |
| Scholarly communication | 0.008 | 0.010 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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".