Attitudes of Students Enrolled in the Pedagogical Formation Programs towards the Teaching Profession
Why this work is in the frame
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Bibliographic record
Abstract
This study was conducted to examine the attitudes of students enrolled in the pedagogical formation programs in order to become teachers towards the teaching profession. The students either graduated from faculties other than the education faculty or they were still enrolled in undergraduate programs of faculties other than the education faculty. The study group is made up of randomly selected 491 students enrolled in the pedagogical formation programs of Kafkas University and Ömer Halisdemir University during the 2016-2017 academic year between 6 and 15 January, 2017. To collect the study data, “Attitude Scale towards Teaching Profession” was used. Arithmetic mean, independent t-test, one-way analysis of variance (ANOVA) and LSD post hoc tests were conducted in the analysis and interpretation of data. In the study, it was determined that as the ages of students enrolled in the pedagogical formation programs increase, they showed more positive attitudes towards the teaching profession. Females had more positive attitudes than males, graduates more than students, Ömer Halisdemir University students more than Kafkas University students, and students who lived mostly in urban areas more than students who live in rural areas. Furthermore, according to the study results, teaching profession attitudes of students enrolled in pedagogical formation programs differ according to their faculty, mother and father’s education and monthly family income.
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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 | 0.003 | 0.000 |
| 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 | 0.000 | 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