Pre-Service Teachers’ Perceptions of Instructors’ Teaching Skills
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.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".