Conversations about wellness and support in an aboriginal teacher education program
Bibliographic record
Abstract
Traditional Indigenous societies had intact ways of teaching, learning, and education.After contact with non-Indigenous peoples, educational orientations and practices which respect and reflect Aboriginal context, community, and culture were influenced and changed.In the present context, Métis and First Nations peoples in Canada have been in the process of reclaiming educational authority of their children and youth.One way that this educational authority has more recently been realized is through the establishment of Aboriginal Teacher Education Programs (ATEPs) where Aboriginal individuals are being prepared to be teachers for the teaching profession.Aboriginal TEPs are distinct entities within university teacher preparation programs.Aboriginal TEPs are unique in approach and functioning and reflect the ideological orientations and practices of the Aboriginal communities in which they are situated.This study explored the understandings of both Aboriginal and non-Aboriginal staff and faculty in relation to wellness and support within the Saskatchewan Urban Native Teacher Education Program (SUNTEP), in Prince Albert, Saskatchewan, Canada.This is a case study of one site.The findings provide a meaningful conception of the functions of wellness and support at the research site and were described from the participants primarily as relationships with self, family, and community.viii program that had nurtured and developed me through a personal and professional development experience.I felt very excited and anxious at the same time.I began the school year under the tender care of seasoned ITEP staff persons and with this new beginning my life journey changed once again.I now became responsible to give back to ITEP students what had been given to me as an ITEP student.As an ITEP staff member, I was given two main duties as employment tasks.I was expected to support Aboriginal students enrolled in our program and I was required to teach university classes.These duties embody the personal and professional development goals available for Aboriginal adult learners in ITEP as they prepared to become teachers.In order to accomplish these duties, during the first years of my employment I was mentored by ITEP staff members and other professional colleagues.In this environment, I had the opportunity to grow into my job.Over time, through my employment, the raising of my children, and engaging in graduate studies work, the two main employment duties required of me became more and more understandable.As I grew into my professional role, I soon learned that the very issues that I had faced as an undergraduate student, and I continued to face as I grew personally and professionally, with few exceptions were one and the same.I began to acknowledge the many expressions of individual spiritual, emotional, physical, and intellectual needs.After a number of years, I recognized how wellness and support are integral functions in ITEP which respond to these development needs, and from this experience I have become more and more curious about a deeper understanding of wellness and support in Aboriginal TEPs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.031 | 0.010 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".