Science Teacher Inquiry Identity: A Comparative Duoethnographic Study of Canada and Ethiopia Viewed Through a Bourdieusian Lens
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Globally, science teachers have been tasked with developing new pedagogies that incorporate inquiry-based and problem-based teaching strategies. In this article, we focus on a duoethnographic study of two teachers (the authors of the article). One of the authors teaches high school science in Canada, and the second has taught high school science in India and Ethiopia. We share our remarkably similar stories, which began with unaddressed pedagogical dilemmas and which, because of a lack in professional development opportunities, culminated in our return to graduate studies in science education. Drawing on the theoretical constructs of Bourdieu, we present our narratives as a study of how we negotiated the current science curriculum reform discourses that have shaped our professional identities. Our struggle to transform our professional identities has provided us with valuable insights as we work with preservice, novice, and in-service teachers to develop the reform-based pedagogies of inquiry-based and problem-based teaching.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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 it