The Location of Knowledge: A Conversation With the Editors on Knowledge, Experience, and Place
Notice bibliographique
Résumé
Introduction As co-editors of this theme issue of AJER, we have accepted that knowledge systems and teacher education programs are deeply interconnected. Further, we claim that teacher education programs must incorporate in theory and practice the fact that knowledge systems are a determining factor in the effectiveness of a teacher education program. In assessing these statements, as educators involved directly in teacher education programs, we decided that a substrate of theory underlies this discussion of knowledge systems and teacher education. This deeper level of theorizing about education in general speaks to the location or place of knowledge, and ultimately knowledge systems, especially in relation to knowledge and knowledge systems as we understand these in the context of teacher education programs. The significance of this question about the place or location of knowledge and knowledge systems is certainly important to teacher education programming. In this article we use the term knowledge systems to refer to those systems of knowledge and information that are connected to physical locations or places. The term knowledge system as we use it in this article refers to a basic understanding that knowledge itself is directly linked to place, and thus knowledge cannot be accessed without an individual’s preparation and conscious acceptance of particular knowledge as an integral part of the particular place from which it springs, arises, or is derived. The collection, or whole, of the particular parts of knowledge together comprises the knowledge system, also connected to particular place or places. This definition of knowledge system differs from the more common usage where knowledge system is understood in reference to a system of information collection, management, storage, and/or distribution (usually computer-based or computer-driven) or in reference to a collection of information or knowledge about a specific subject or area of study. Such use of the term can give rise to misunderstanding and misrepresentation of the thinking behind the argument that teacher education programs need to acknowledge formally and include knowledge systems as a plurality in their classrooms. To persist in maintaining teacher education programs that promote a singular Western intellectual tradition is to promote educationally unsound and ethically questionable educational programming on unsuspect-
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».