Student teachers' perceptions of their professional socialization, an application of the induction, reaction, and synthetic models
Bibliographic record
Abstract
The purpose of this study was to examine student teachers' perceptions of their professional socialization. This examination of student teachers' opinions was conducted in relation to models of professional socialization. Two models were used to examine the student teachers' concerns: the induction model which outlines clear expectations of students and is demanding; and the reaction model which more freely accommodates their needs and is more flexible. There were three aspects of the models that were used to examine the student teachers' perceptions: knowledge, skills, and values. The 1992 Quality of Student Life Survey in the Faculty of Education at the University of Manitoba was used as the data source. This survey was comprised of two parts: a set of close-ended questions and one open-ended question. The open-ended question provided the data for this study. In total, 532 student teachers responded to the Survey, of which 212 completed the open-ended question. The student teachers were either in the four-year undergraduate program, the two-year after-degree program, or one of the integrated programs. (Abstract shortened by UMI.)
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.
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 | 0.007 | 0.021 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".