CANADIAN EDUCATIONAL POLICY IN THE CONTEXT OF PRIMARY SCHOOL TEACHER TRAINING (1950–2010)
Notice bibliographique
Résumé
The article discusses the main strategies of Canada's multilevel educational policy for the training of primary school teachers in the history of the 1950s and 2010s. The essential characteristics of the regional level of educational policy and its influence on the changes in the organization, content, and technological support of the process of training primary school teachers in the province of Alberta are revealed. The strengthening of ties between educational institutions and public values in the jurisdiction of the provinces and state institutions has been established. The influence of state funding on the development of forms of teacher training, in accordance with the then priorities of state educational policy, has been clarified. In accordance with the stages identified and characterized by us in previous studies, it was found that the expert community, parents' councils, local communities, and government officials (provinces) were involved in the formation of educational policy in the context of primary school teacher training. In the liberal educational environment of Canada at the time, charter schools were established by teachers, parents, or community organizations and operated in accordance with the charter in collaboration with a local or national authority. It was established that the educational policy also concerned the training, recruitment, and training of teachers. Strategies of institutional regulation of teacher preparation for work in primary classes, namely: recruitment and training of teachers, teacher education (primary and continuous), career education, employment and working conditions, motivation, incentives and rewards, teacher standards, school management are studied. According to the results of historical and pedagogical research, the educational policy of Canadian governments is revealed within certain chronological limits, aimed at overcoming the lack of professional staff, dominance of political and economic imperative in the formation of public educational policy, private sphere on multiculturalism, diversity and restructuring, demographic change.
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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 | 0,001 | 0,000 |
| 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 | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,001 |
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 ».