Pre-service Teachers’ Experiences in Constructing and Redefining Conceptions of Language Teaching
Bibliographic record
Abstract
Beginning teachers are often left on their own to endure life at school perhaps as a result of the assumption that learning to teach comes from the experience of teaching, or that the theoretical knowledge gained in teacher education programs is sufficient to deal with such an endeavor. This narrative study investigated student teachers’ retrospective conceptions of English language teaching as they entered a teacher education program and as they completed their practicum at a public school, to better understand their process of learning to teach English. By analyzing participants’ reported experiences, we identified a growing awareness of the contextual circumstances regarding students’ needs and social realities which led to a confrontation of the theoretical insights’ participants had gained through the teacher education program. Findings also revealed participants’ overall dissatisfaction with the learning experiences during their English lessons in public schools and a rather positive view of their learning experiences in language institutes and in English vocational education and training courses.
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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 | 0.000 | 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 | 0.000 |
| 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".