Bibliographic record
Abstract
Learning to teach demands greater attention to the emotional domain than has previously been granted. The purpose of this study is to explore the emotional experiences of beginning teachers as they learn to teach. The focus is to understand the complexities of emotions experienced by beginning teachers and the relationship between emotions and the process of learning to teach. Findings from this study represent a conceptual shift in how we understand the process of learning to teach. The findings from this study suggest that emotional knowledge is an important dimension of teacher development. A taxonomy of emotions experienced by beginning teachers is presented as it relates to specific contexts of the beginning teacher's work. Findings suggest that the characteristics of beginning teachers and the conditions of their work influence the relationship between context and emotions. Both negative and positive emotions can have positive effects on teacher learning. Through the construction of emotional conditions in the classroom, engagement in emotionally symbiotic interactions, and regulation of emotions, beginning teachers develop emotional knowledge that is essential in learning to teach. The implications of this study can inform future teacher education and teacher induction practices. Case study is the research methodology utilized in this qualitative study. A multiple case study was conducted with six second-year teachers over a five-month period in a rural Southwestern Ontario secondary school during the 2001--2002 school year. An in-depth investigation of the cases was gathered through interviews, observations, and field notes within the various contexts of the teachers' work. Frequent member checks confirmed findings and informed subsequent data collection. Data were collected and analyzed simultaneously in an emergent theme research design. As themes developed, data were sorted and re-sorted into patterns and themes and the content of subsequent data collection were restructured. A limiting condition of this study is that the research was conducted within a single secondary school.
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 imitationNot 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.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.009 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".