Expanding Knowledge Systems in Teacher Education: Introduction
Notice bibliographique
Résumé
One of the driving forces for this special issue on Expanding Knowledge Systems in Teacher Education has been the recognition that many existing teacher education programs operate from an unmarked norm of privilege that has a "semblance of naturalness that in itself defends it from scrutiny" (Hurtado & Stewart, 1997, p. 300).This naturalness, which evades scrutiny, continues to be used as a way to avoid recognition and inclusion of "hot" knowledge generated by women, peoples racialized as non-white, and other groups historically marginalized.Our argument is that it is necessary to set the context for a reality that teaching is a cultural exercise, embedded in at least one particular knowledge system and one particular set of values.We believe that the experiences of students in our programs should be predicated on an inquiry process that explores the idea that the Western (Canadian) knowledge system represents only one way of knowing and being.Preservice students as teachers will encounter many other knowledge systems and ways of being among their students, peers, and future teaching colleagues.During their undergraduate years, students should be taught to recognize, articulate, and integrate a basic Jennifer Kelly is an associate professor in theoretical cultural and international education.Her most recent research focuses on a socio-historical analysis of the relationship between racialization, immigration, and citizenship.She has several years of experience as a classroom teacher and preservice educator.Lynette Shultz is an assistant professor and Co-Director of the Global Education Network in the Department of Educational Policy Studies.Her research and teaching interests and contributions are in the areas of education and social justice, international and comparative education, global citizenship education, and leadership and social change.She has extensive experience working with schools and community education organizations in Canada and internationally.Cora Weber-Pillwax is an associate professor in Indigenous peoples education, Department of Educational Policy Studies.Her research focus and teaching include Indigenous research methodologies and ways of knowing and being.She is an Aboriginal educator with many years of experience in public school systems as a teacher and senior systems administrator and has been involved in teacher professional development and teacher education for Aboriginal communities and students for over 30 years.In her present position she supports Indigenous graduate students to use their own knowledge systems in advanced studies.
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,005 | 0,006 |
| Études des sciences et des technologies | 0,004 | 0,010 |
| Communication savante | 0,014 | 0,016 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,006 | 0,010 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,002 |
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 source (Gemma direct ou Codex distillé), 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 ».