Initial teacher education for social justice and teaching work in urban schools: An (im)pertinent reflection
Bibliographic record
Abstract
This paper presents conceptions and reflections on initial teacher education for social justice based on a study that sought to identify the discourses produced in the initial education of teachers of the first and second cycles of basic education on the concept of social justice and to understand the effects of those discourses on the educational practices of teachers beginning their careers in urban schools. The study was developed in Portugal and was based on an analysis of programs offered in the curriculum for the bachelor’s degree in elementary education and the master’s degree in teaching of the first cycle of basic education (CEB) (first four years of schooling) and the second CEB (fifth and sixth school grades) and on biographical interviews with teachers of the first and second CEB who trained in the last five years and a teacher educator. The results show the inadequacy of initial teacher education in relation to the educational mandates that some of the urban schools apply to teachers’ work and that the ideology of inclusion characterizes the discourses analysed. The results also reveal that the ethical dimension of the profession is not yet seen as integrating the core curriculum, being more dependent on human sensitivity, on teachers’ initial education and on educators’ professional ideology. Cet article présente des conceptions et des réflexions sur la formation initiale des enseignants pour la justice sociale à partir d’une étude visant à identifier les discours produits lors de cette formation. Nous avons examiné les premier et deuxième cycles de la formation de base portant sur le concept de la justice sociale pour comprendre les effets de ces discours sur les pratiques pédagogiques des enseignants qui débutent leur carrière dans des écoles en milieu urbain. Développée au Portugal, l’étude est basée, d’une part, sur une analyse des programmes offerts dans le cadre du baccalauréat en éducation au primaire et de la maitrise en éducation du premier cycle (quatre premières années de scolarité) et du deuxième cycle (5e et 6e années) et, d’autre part, sur des entrevues biographiques auprès d’enseignants formés dans les cinq dernières années et auprès d’un formateur. Les résultats démontrent l’insuffisance de la formation initiale des enseignants par rapport aux mandats éducatifs de certaines écoles en milieu urbain. L’analyse des discours révèle que l’idéologie de l’inclusion les caractérise. Finalement, les conclusions indiquent également que l’intégration du curriculum de base n’est toujours pas accomplie dans l’éthique de la profession, celle-ci s’appuyant davantage sur la sensibilité humaine, la formation initiale des enseignants et l’idéologie professionnelle des enseignants.
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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 | 0.009 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.017 | 0.036 |
| Scholarly communication | 0.011 | 0.006 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".