In-class Film-viewing for Empathy Development in Higher Education | Visionnement de films en classe aux fins de développement de l’empathie en éducation supérieure
Bibliographic record
Abstract
Abstract: In the 2016 winter term, I taught a course on French communication for English as a Second Language pre-service teachers (PST) in the Department of Education of a Canadian university. In this narrative autoethnography, I present the perspectives emerging from a university teaching experience of “teaching through film”, with undergraduate students enrolled in my French communication course. In-class discussions gravitated towards values and morals—notably empathy and caring—in relation to the significance of being or embodying a “good teacher”, following the viewing of Monsieur Lazhar (2011). Drawing on William Ayers’ philosophy of good teaching, among others, I present the implications of these discussions for teacher education and their significance for teacher training programs.Keywords: Film; Empathy; Artwork; Higher Education; Narrative AutoethnographyRésumé : J’ai donné, au cours de la session d’hiver 2016, un cours de communication française à des enseignants de formation initiale en anglais langue seconde, au sein du département d’éducation d’une université canadienne. Je présente donc dans cette auto-ethnographie narrative les diverses perspectives émanant d’une expérience pédagogique universitaire « d’enseignement par le film », auprès d’étudiants du premier cycle inscrits à mon cours de communication française. Les discussions en classe ont tourné autour des valeurs et des questions morales, notamment l’empathie et la sollicitude, relativement à la signification de ce qui fait un « bon enseignant », après avoir vu le film Monsieur Lazhar (2011). M’inspirant entre autre de la philosophie du bon enseignement de William Ayers (2011), j’aborde les implications de ces discussions au regard de la formation des enseignants et leur importance vis-à-vis des programmes de formation des enseignants.Mots-clés : film ; empathie ; œuvres d’art ; formation des enseignants ; auto-ethnographie narrative
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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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.006 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.014 | 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".