The trajectory of inclusive beliefs in beginning teachers
Bibliographic record
Abstract
Inclusive education is supported by the belief that all students belong and are valued members of their neighborhood school communities. Teachers must possess beliefs that support inclusion before they are able to develop the knowledge and skills necessary to implement effective inclusive practice. Using The Beliefs About Learning and Teaching Questionnaire (BLTQ ), 396 participants were followed for 4 years, from their initial year in preservice teacher education through to their second year of teaching to determine the trajectory of the development of inclusive beliefs. Distinct groups were identified. Those who began with lower inclusive beliefs that tended to decrease over time were more likely to be male. Those who began with higher inclusive beliefs that remained stable were more likely to be in the elementary panel and have greater professional experience. In addition, those with higher inclusive beliefs were more likely to have greater personal experience and weeks on practicum when they began their first course in inclusive education. Results are discussed with respect to teacher education for inclusive education.
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How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".