Making Space for Intersecting Worldviews in Teacher Education Programs in Canada, Namibia, and Colombia
Bibliographic record
Abstract
This presentation draws upon the findings in a study of early childhood teacher education (ECTE) programs in three social contexts: a workplace-embedded program for immigrant/refugee educators in Canada, a university-based ECTE program in Namibia, and a partnership between a Colombian Misak indigenous community and a local university to deliver community-based courses for educators. Framed by critical pedagogy, the study considered the extent to which teacher educators and their students adhered to aspects of the dominant Euro-American global view, as reflected in their country’s ECE policy and practice, or integrated that knowledge with indigenous views stemming from their home cultures. The study used ethnographic methods to undertake fieldwork in teacher education classrooms and early childhood programs at the three sites. Qualitative data were collected in the form of documents, field notes, semi-structured interviews, focus groups/meetings, emails, and informal conversations. The findings illumine various tensions between the local understandings and global ideas, such as understandings of early socialization, curriculum content, pedagogical approaches and tools, and language.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.025 | 0.011 |
| Scholarly communication | 0.010 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".