Reflection of novice teachers on their teaching practice
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 article focuses on novice teachers in Quebec colleges and vocational schools (CEGEPs) who often receive little support for their professional integration due to an almost complete lack of support programs. While novice teachers have professional experience in their fields of expertise, most have no training in pedagogy. Reflective practice is identified as a way to improve the novice’s teaching practice. In order to better understand the pedagogical concept of reflection on action, six novice teachers engaged with a reflective toolkit in a qualitative, interpretive and exploratory study. The purpose of the study was to identify the categories of reflection called upon when novices reflected on their actions through use of tools in the proposed toolkit. The results show that the novice teachers developed a better understanding of the reflective process, particularly in the descriptive, discriminate and affective categories of reflection, and that they preferred video-based tools over those based on writing.
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 | 0.014 | 0.049 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.004 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| 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