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Record W4407825373 · doi:10.26443/mje/rsem.v58i3.10136

Pas de deux: The complicated relationship between cooperating teachers and pre-service teachers

2024· article· en· W4407825373 on OpenAlexvenueno aff
Philippa Parks

Bibliographic record

VenueMcGill Journal of Education / Revue des sciences de l éducation de McGill · 2024
Typearticle
Languageen
FieldSocial Sciences
TopicCollaborative Teaching and Inclusion
Canadian institutionsnot available
Fundersnot available
KeywordsPsychologyMathematics educationComputer science

Abstract

fetched live from OpenAlex

The practicum experience is a crucial moment of learning for a pre-service teacher (PST). At the heart of the experience is the relationship PSTs have with their cooperating teachers (CTs). To examine how this relationship was negotiated during the practicum, this article applied Cortazzi’s analysis of narrative approach to stories told by 13 PSTs, stories that comprised part of a larger mixed-method study. Findings from analysis of the more than 200 narratives told by the 13 PSTs disclosed the several ways in which PSTs experienced support from their CTs, including planned introductions of the PST to the classroom students, the CT’s explicit support of PST decisions, and a negotiated withdrawal of the CT’s presence.

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 imitation

Not 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.

metaresearch head score (Codex)0.009
metaresearch head score (Gemma)0.022
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.020
Threshold uncertainty score0.049

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0090.022
Meta-epidemiology (narrow)0.0000.001
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0010.001
Science and technology studies0.0170.026
Scholarly communication0.0090.009
Open science0.0020.009
Research integrity0.0020.005
Insufficient payload (model declined to judge)0.0020.000

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.

Opus teacher head0.387
GPT teacher head0.468
Teacher spread0.081 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

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".

Quick stats

Citations1
Published2024
Admission routes1
Has abstractyes

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Same venueMcGill Journal of Education / Revue des sciences de l éducation de McGillSame topicCollaborative Teaching and InclusionFrench-language works237,207