Devenir enseignant en formation professionnelle au Québec : la collaboration entre les acteurs favorise-t-elle la persévérance ?
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
Au Quebec, le modele de formation des enseignants de la formation professionnelle au secondaire est particulier. Les enseignants sont generalement recrutes dans les milieux de pratique, apres quoi ils entreprennent des etudes universitaires en concomitance a leurs debuts en enseignement. Dans ces milieux, plusieurs acteurs se greffent a leur quotidien : leurs collegues enseignants, la direction et les intervenants universitaires sont autant de personnes avec qui la collaboration est necessaire. Sur la base d’une enquete menee aupres de 1,325 personnes, cet article explore de maniere descriptive les motifs de perseverance de ces nouveaux enseignants, dans la carriere enseignante comme dans leurs etudes universitaires. Ces resultats revelent que la conciliation travail / etudes / famille constitue un defi de tous les instants pour les acteurs impliques dans cette transition.
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it