Complexity thinking: Creative dance creating conditions for student teachers to learn how to teach
Bibliographic record
Abstract
This paper will draw on Davis and Sumara's (2006) idea of complexity thinking to understand learning as an emergent process for (1) students in a creative dance lesson, and (2) generalist elementary pre-service teachers within a school integrated teacher education (SITE) course. Focused on a two-term generalist physical education preparation course, images from digital video clips, course materials and pre-service teacher reflections are presented as evidence to show the creative dance process and the pre-service teachers' responses to this material. The paper introduces complexity thinking to the reader through ethnographic fictional representation of an actual creative dance lesson analyzed through a complexity lens. Drawing on pre-service teachers' insights, this paper will conclude with speculations on how teacher education course experiences could be informed by how creative dance and SITE based courses create recursive tasks that allow bottom-up, peer-shared, decentralized and emergent learning experiences. Cet article s'inspire du concept de Davis et Sumara (2006) portant sur la complexite de pensee. Ce faisant, il enchâsse l'apprentissage dans un processus emergent qui vise (1) les eleves qui suivent un cours de danse creative et (2) les etudiants-maitres qui se destinent a une carriere de generaliste a l'elementaire et dont les cours de formation sont integres au fonctionnement d'une ecole. L'auteur presente des images de segments videos numeriques, ainsi que du materiel pedagogique et des reflexions d'etudiants-maitres recueillies lors d'un cours de formation axe sur l'enseignement de l'education physique pour generalistes etale sur deux semestres dans le but de demontrer le processus de danse creative et la reaction des etudiants-maitres a ce materiel. L'article initie le lecteur a la notion de complexite de pensee a l'aide de representations ethnographiques fictives d'un veritable cours de danse creative analyse sous l'angle de la complexite. Partant des reflexions des etudiants-maitres, l'auteur termine en indiquant en quoi les cours de danse creative et les cours integres engendrent des tâches recursives favorisant l'apprentissage de bas en haut, la mise en commun entre les pairs, la decentralisation et la nouveaute, ce qui contribue a enrichir les experiences des etudiants-maitres en formation prealable a l'enseignement.
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How this classification was reachedexpand
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 | 0.001 | 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 | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".