Stage fright: Perceptions and experiences of pre-service teachers in performing arts-based education in an inclusive setting
Bibliographic record
Abstract
Approaches such as arts-based education optimize the goals of inclusive education, an emergent educational philosophy in Canada. However there is tension between this research, current classroom practice, and education policies. This study explores the perceptions of three primary/junior pre-service teachers as they engaged in the implementation of inclusion of students with exceptionalities using an arts-based approach. Data were collected through in-depth interviews with the participants (following Seidman's [2006] method) at three points during their teacher education experiences. Central findings and cross-case analysis focused on their contextual histories, teacher education experiences, and culminating reflections. Childhood events and environments influenced pre-service attitudes, while past engagement in the arts facilitated their implementation of an arts-based approach particularly in the absence of guidance from teacher education courses and their associate teacher. Participants cited academic, social, and personal benefits of implementing inclusion through the arts for students with exceptionalities. Implications for practice are discussed.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".