Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program | Justice sociale ou statu quo ? L’apprentissage mixte dans un programme de formation d’enseignants dans l’Ouest canadien
Bibliographic record
Abstract
Sustainable pre-service teacher education is needed to encourage academic success for under-represented populations, through both culturally responsive and alternative programming options (Carr-Stewart, Balzer, & Cottrell, 2013). In 2013, the Western Canadian University that served as the basis for this case study, implemented a blended learning pilot course in multicultural education for its existing cohort of pre-service teachers, within their Indigenous Focus Teacher Education Program (IFTEP). The aim of the blended pilot was to increase flexibility in participation for the IFTEP students, who were all employed full time as teacher assistants within a local school board. The author examined the design model through qualitative analysis of student interview data, contrasted against observations of activities on the learning management system (LMS). Five themes emerged as important in effective and culturally responsive practice for blended learning design, in this case related to: institutional challenges, student autonomy and the complexity of commitments. This research presents a critical review of the feasibility of adopting blended learning for Indigenous students. Afin de favoriser la réussite scolaire des populations sous-représentées, il est nécessaire que la formation initiale des enseignants soit durable, et ce, par l’entremise d’options de programmes à la fois culturellement sensibles et alternatives (Carr-Stewart, Balzer et Cottrell, 2013). En 2013, l’université de l’Ouest canadien qui a servi de base pour la présente étude de cas a mis en œuvre un cours pilote en apprentissage mixte portant sur l’éducation multiculturelle pour la cohorte existante d’enseignants en formation initiale au sein de son programme de formation des enseignants axé sur les Premières Nations (IFTEP). Ce pilote mixte avait pour objectif d’augmenter la flexibilité de la participation des étudiants de l’IFTEP, qui étaient tous employés à temps plein comme aides-enseignants au sein d’un conseil scolaire local. L’auteur a examiné le modèle de conception à la lumière d’une analyse quantitative des données tirées d’entrevues d’étudiants, mises en contraste avec des observations d’activités portant sur le système de gestion de l’apprentissage (SGA). Cinq thèmes sont apparus importants pour une pratique efficace et culturellement sensible de la conception en apprentissage mixte, liés aux défis de l’établissement, à l’autonomie étudiante et à la complexité des engagements. Cette étude présente un examen critique de la faisabilité d’adopter l’apprentissage mixte pour les élèves autochtones.
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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 | 0.002 | 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 | 0.003 | 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 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".