Transforming pedagogies: pre‐service reflections on learning and teaching in an Indigenous world
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
Through personal narratives, pre‐service teachers recount their experiences from a course based in Indigenous pedagogy within the Faculty of Education at the University of Victoria. These narratives were drawn from the assigned daily reflection journals of pre‐service teachers. They highlight how their personal understandings of teaching and learning were transformed. In the context of a Lekwungen and Liekwelthout pole carving course, they developed a deep understanding of the Indigenous concepts of Celhcelh—the development of a sense of responsibility for personal learning within the context of a learning community; Kat’il’a—the act of becoming still—slowing down, despite an ingrained and urgent need to know and desire for busy‐ness; Cwelelep—the discomfort and value of being in a place of dissonance, uncertainty and anticipation; and Kamucwkalha—the energy current that indicates the emergence of a communal sense of purpose. The writers share their personal reflections of these concepts and how they affected their views of teaching and learning.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 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