Exploring Tensions in the Lives of Professors of Teacher Education: A Canadian Context
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article explores the major satisfactions and frustrations of professors of teacher education from faculties of education in Western Canadian universities. Data were collected in semi-structured interviews with 31 professors of various ranks. The purpose of the study weas to explore the manner in which these teacher educators frame their professional experiences and construct their roles within complex institutional contexts. The findings indicate that although professors view their work as highly positive, there are significant observable tensions in the professional lives. Two major themes characterizing the work of professors discussed: 1) satisfactions (working with students; delight in teaching; and fulfillment in research writing and scholarship), and 2) frustration (workload and time press issues; research and scholarship). Overall, results indicate a number of issues: many of the same things that gave them satisfaction as K-12 teachers give them satisfaction as professors; workloads and expectations are increasing; and professors acknowledge the centrality of scholarship as it relates to teaching.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it