Addressing the Challenges of Being a Teacher Activist: A Phenomenological Study of Pre-Service Teachers who are Passionate about Environmental Education
Bibliographic record
Abstract
Ontario, Canada mandates integrating environmental education (EE) into all sub-ject areas from K-12, but pre-service teachers receive little to no instruction on how to do so. This study focusses on the experiences of 13 pre-service students who demonstrated their passion for EE through their own activism and volun-teerism. Findings include the participants’ definition of activism, lack of acknowl-edgement of activist experiences within the program, and participants’ worries about being positioned as radical. Further, participants expressed a need for sup-port, space, and time within the pre-service program to discuss these experiences and share ideas and resources within the teacher community. Suggestions to aug-ment teacher education programs and for further research are provided. -- Resume L’Ontario integre l’education a l’environnement a toutes les matieres de la maternelle a la 12e annee, mais les enseignants en formation ne recoivent que peu ou pas d’instruction a cet egard. Cette etude relate les experiences de 13 etudiants en enseignement qui ont montre de l’interet pour la cause environnementale en s’impliquant dans leur communaute. Ils nous font notamment part de leur definition de l’activisme, du peu de reconnaissance que cette experience recoit au sein du programme, et de leur crainte d’etre etiquetes comme radicaux. En outre, ces etudiants aimeraient etre epaules et profiter de plus de temps et d’espace pour partager leurs experiences, idees et ressources avec leurs pairs. Les auteures offrent des suggestions pour ameliorer les programmes de formation des enseignants et orienter les recherches futures.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.019 | 0.021 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| 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".