Pre-Service Teachers’ Perceptions of Instructors’ Teaching Skills
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
The purpose of this study was to investigate the perceptions of pre-service teachers attending the pedagogical formation program offered by Balıkesir University Necatibey Faculty of Education pertaining to instructors’ teaching skills. A total of 220 pre-service teachers participated in the study. The data were collected by “Perceptions of Teaching Skills Scale” (PTSS), developed by the researcher. A three-way ANOVA was used to test whether pre-service teachers’ perceptions correlate significantly with their gender and major, and the subject-area of the instructors they evaluated. The results of the study showed that, according to the pre-service teachers’ perceptions, instructors “frequently” demonstrated behaviors indicative of teaching skills. Pedagogs and subject teachers showed similarity in the frequency of display of general teacher behaviors as well as behaviors belonging to the warm-up, development, and closure stages of a lesson. However, they displayed a higher rate of frequency than field instructors in the mentioned behaviors. The independent effect of gender was a determining factor in pre-service teachers’ perceptions regarding general teacher behaviors and behaviors in the warm-up, development, and closure stages of a lesson. On the other hand, the independent effect of major was a determining factor only in pre-service teachers’ perceptions of the behaviors in the warm-up stage. The research revealed that the gender*field common effect affects pre-service teachers’ perceptions of general teacher behaviors, while the field*major common effect affects both general teacher behaviors and behaviors in the warm-up stage. The results also indicated that gender*field common effect and field*major common effect mutually affect each other.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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