Notice bibliographique
Résumé
School associates (SAs), or cooperating teachers (CTs), have arguably been one of the most powerful influences on the teacher candidates (TC) pre-service experience. For this reason, most studies about the practicum have focused on this relationship. However, while observing one visual art students practicum as her Faculty Advisor (FA) for the University of British Columbia (UBC), the significance and impact of art making on the SA and TCs relationship was observed. Creating art was what emerged as the pivot that the practicum was focused on, rather than the traditional Apprenticeship or Mentor formula (Graham, 2006). This hybrid relationship underscored how a/r/tographic inquiry provided the opportunity for the SA and TC to create art, to discuss teaching philosophies and pedagogical practices, and to change the practicum performance into an extra-out-of the-ordinary event. This paper explores how art making, living inquiry and the condition of relationality affected the relationship between a teacher candidate and her cooperating teacher on practicum. Systematic questioning, observation and the collection of data through interviews, reflective narrative writing and art making were methods used for understanding the a/r/tographical relationship that developed between the two participants. An analysis of the critical incidents that depicted how inquiry in the form of art making and collegial conversations strengthened this particular relationship and created reciprocity was then considered. In this way, we acknowledge how the practicum is an a/r/tographical event in which pedagogical and aesthetic relationality and inquiry initiate a long-term commitment to becoming as artists, teachers and researchers. Theoretically, this sense of becoming is understood and discussed through Gilles Deleuze and Felix Guattaris (2007) interpretations and extensions of Antonin Artauds (1975) Body without Organs (BwO) conceptualization into what they call poles that swing between moments of immanence and signification. What is argued in this paper is that becoming an arts-teacher is a complex process that requires a continual shift and acceptance of multiple identities that may move between moments of signification and illumination. In this study, the shift from discussing the movement between signification and immanence (in Deleuze and Guattari) to signification and illumination is made because the authors felt that a greater understanding of ones teaching practice, art making and collegiality was understood during this research project but they did not feel as though it was possible to measure the participants metaphysical and immanent experiences. Rather, it is the movement between being and becoming an artist and an educator that brings deeper satisfaction to the TCs understandings of becoming pedagogical that is being explored.
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 | 0,004 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,008 | 0,057 |
| Communication savante | 0,011 | 0,008 |
| Science ouverte | 0,001 | 0,014 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 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 ».