Employing Gadamerian dialogue for teacher professional development in a democratic society
Bibliographic record
Abstract
Understanding curriculum shifts its focus from “the separation of subject and object” to their negotiation, integration, and dialogue (Pinar et al. 1995, p. 502). Doll (1993a) notes that in the process of meaning making, the paradox of subject-object, or teacher-learner makes sense only once one is included in the other. Learning experience is created, facilitated, and supported by dialogue. One needs the other for one’s own sense of being, becoming, thriving and transforming. As Doll notes, dialogue in curriculum focuses on the process of “traversing the courses of negotiating with self and others” (p. 286). Teachers become a new subjectivity as they learn from each other in dialogic conversations to transform their understanding of self and educational experience. My theoretical study specifically focuses on Gadamerian (1990) dialogue using which teachers fall into a genuine conversation during which no one knows in advance what will “come out” of a conversation (cited in Clarke, 2012, p. 60). As I find this understanding of dialogue as spontaneous, generative, transformative, and emancipatory, I will inquire into how Gadamerian dialogue can contribute to teacher professional development in a democratic society.
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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 | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".