Professional identity values and tensions for early career teachers
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
This study follows a cohort of early career teachers who graduated from the same teacher education program into their second year of teaching to analyze how their professional identity (hereafter PI) developed after entering the profession. In a previous phase of this research, graduates were interviewed as they completed the degree; those graduates seemed to have a strong sense of PI and were optimistic about their careers (Nickel & Zimmer, 2019 Nickel, J., & Zimmer, J. (2019). Professional identity in graduating teacher candidates. Teaching Education, 30(2), 145–159. doi: 10.1080/10476210.2018.1454898[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). The research literature suggests that entering the teaching profession provokes many tensions for new teachers; while these tensions may foster learning, unresolved tensions may prompt teachers to leave the profession. This study explores how the ideals of these new teachers persisted or changed in the first two years of teaching, strengths and growth areas in meeting those ideals, and tensions and supports that were impactful.
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 | 0.001 |
| 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