Transitioning from the Role of Educational Assistant to Classroom Teacher: Experiences of Pre-Service Teachers in a Community-based Bachelor of Education Program
Bibliographic record
Abstract
This presentation examines the experiences of students in a community-based Bachelor of Education program in western Canada as they transition from their role as Educational Assistants [EA’s] to teachers in remote locations. The Community-based program in this study was designed to address teacher shortages in rural and remote locations. Many of these students enrolled in this program are degree holders and mothers who found themselves volunteering in their children’s classroom and eventually became EA’s. Other students include mothers who always dreamed of becoming a teacher, but were unable to do so because of their remote location. Employing a descriptive phenomenological methodology, the authors examine how, and the extent to which, social positioning and self-identity (Johnson-Bailey 2012) led to transformative learning for students enrolled in this program (Mezirow, 1991; Mezirow, 2003; Mezirow & Taylor, 2009). In this regard, participants describe how their evolving identity as a pre-service teachers impacted their perspectives of self, interactions with school colleagues, family and community members; all the while seeking to balance the multiple demands of family, part-time work and full time study .
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".