“This not about the outcome - this is about the process. This isn't about where you go, it's about how you get there”: Teachers’ experience of sustained professional growth within a practice centred master’s degree
Bibliographic record
Abstract
The phenomenology of studying within a community of practice of educators is explored in this study. Twenty practicing K-12 teachers, from three Master’s cohorts, expressed their learning and growth journeys post-graduation from a M.Ed. in Educational Practice. Our query explored their lived experiences, in particular, the interplay between transformative learning as an outcome, and community of practice pedagogy as a process. Utilizing a phenomenological approach, common essences of the teachers’ experiences were illuminated. Results indicate that the community of practice was central to the learning journey for the majority of the teachers, while a small group expressed a personal journey within the community. Expressions common to all were that of personal and professional growth, validation, and confidence, while some also expressed deep personal and professional transformation, that continued to be impactful after the program concluded. As a result of their learning in the M.Ed., the ability to take risks, collaborate, inquire, and re-envision their practice was evidenced by all two years post-graduation. Our research contributes to understandings of professional learning as a holistic endeavour involving both disruption and affirmation, that results from a complex interplay between the self, the community, and the context through which they interact.
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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 | 0.008 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.023 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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".