The Spectrum of the Journey: Narrating Identities during Professional Learning in Pivotal Response Treatment for Novice Elementary Teachers of Students with Autism Spectrum Disorder
Notice bibliographique
Résumé
In Ontario, Policy/Program Memoranda No. 140 (PPM 140) authorizes educators to utilize Applied Behavioural Analysis methods to support students with Autism Spectrum Disorder (ASD) in the classroom. Although typically favoured, inclusive policies are difficult to translate into practice without training (Lindsay et al., 2013). Novice educators (i.e., first five years of their career) are at the cusp of developing a teacher identity as they are shifting roles from that of a teacher candidate to what it means to be a professional teacher. Symbolic interactionism (SI) is one theory deemed useful for narrating and investigating identity. According to Blumer (1986), SI is a theory which investigates how individuals develop subjective meanings and how those meanings are reformed during an interpretive process producing different behavioural responses. Within the teaching profession, physical objects refer to space or material. Social objects refer to the interactions with individuals. Abstract objects are beliefs about professional development (PD) and identity (Blumer, 1986). Current studies do not address how teachers with larger classes may implement evidence-based practices, such as Pivotal Response Treatment (PRT). Even when general education teachers do receive training in PRT, an investigation into identity is missing. This doctoral dissertation investigates how a professional learning in PRT in Ontario may influence novice (i.e., first five years of their career) elementary educators’ (i.e., JK-Grade three) identity as a teacher from a qualitative (i.e., narrative inquiry) design. Results from interviews, journals, and focus groups revealed themes. Physical objects included (1) accessibility to tangible resources and in-class trainings, (2) motivation/accountability, (3) barrier of time, (4) barrier of COVID-19, (5) barrier of staffing, and (6) barrier of size/needs of a classroom. Analyzing social objects revealed (7) student relationship building, (8) classroom staff communication, (9) low parental communication, and (10) distance support from administrators. Conversations around identity detailed how (11) early educational experiences and (12) previous characteristics associated with a teacher impacted a present (13) definition of teacher identity as the philosophy of teaching. This exposed themes such as (14) advocating for accommodations, (15) life-long learner, (16) self-reflective, (17) connection between personal/social self, and (18) a generalist role. (19) Micro-level solutions such as obtaining more strategies for themselves, and (20) macro-level solutions such as dedicating more time within teacher education programs and in-person training were also discoursed. Physical and social objects had a direct impact on abstract objects. The first premise of symbolic interactionism, meaning, delved deep into how novice educators acted towards objects based on the meanings assigned to them throughout the study. Through social interactions (i.e., premise two – language) with myself as the researcher, the research study, the other participants, and stakeholders in their school climate, an investigation into the interpretation process (i.e., premise three – thought) revealed the above themes.
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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 | 0,006 | 0,014 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,016 | 0,010 |
| Communication savante | 0,005 | 0,004 |
| Science ouverte | 0,002 | 0,008 |
| Intégrité de la recherche | 0,002 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 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 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 ».