Transforming pedagogies: pre‐service reflections on learning and teaching in an Indigenous world
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.
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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 | 0.008 | 0.017 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.035 | 0.036 |
| Scholarly communication | 0.011 | 0.007 |
| Open science | 0.003 | 0.013 |
| Research integrity | 0.006 | 0.019 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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".