Bibliographic record
Abstract
This research describes teacher acculturation through the narratives of teachers. A blend of reflexive ethnography and narrative inquiry or comparative ethnographic narrative (Howe, 2010) was used to investigate transcultural teacher development in two different cultural contexts: Japan and Canada. This research juxtaposes stories from veteran teachers who began their careers in the 1950s to present day teachers. How does one’s teaching philosophy evolve and change over time? What are the lived experiences of novice teachers? What are the various challenges facing teachers today compared to previous generations? Becoming a reflective practitioner is an important aspect of a teacher’s professional development. This research demonstrates that teacher development is facilitated with regular reflection on teaching through journal writing and shared experiences. Nevertheless, there are few in-depth, longitudinal studies that focus on the messy and contested area of becoming a professional teacher. There is much to be learned from teachers’ tacit, personal, and practical knowledge, from different cultural contexts. It is expected this research will help teacher educators better understand the journey of becoming a transcultural teacher.
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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 | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.012 | 0.021 |
| Scholarly communication | 0.012 | 0.009 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".