Formar Futuros Professores em Regiões Longínquas: Um Dispositivo Inovador de Supervisão a Distância com Auxílio das TIC
Bibliographic record
Abstract
Tomando como pano de fundo o contexto atual da formação inicial de professores no Québec, que atribui uma grande importância à formação prática no meio escolar (estágio) para o desenvolvimento de competências profissionais, assim como as dificuldades inerentes a esta formação em áreas longínquas, este artigo apresenta um dispositivo inovador de supervisão de futuros professores através do uso de câmeras e da visioconferência. Neste sentido, a apresentação das razões que justificam o uso das Tecnologias da informação e da comunicação (TIC) em tal contexto será acompanhada por uma descrição das principais características do dispositivo de supervisão à distancia. À guisa de conclusão, alguns aportes deste dispositivo no acompanhamento ao desenvolvimento das competências profissionais de futuros professores serão identificados.Palabras clave: Supervisão de estágio, TIC, regiões longínquas, competências profissionais. This article presents an innovative way to supervise pre-service teachers in remote areas through the use of cameras and videoconferencing. It examines the present context of teacher training in Quebec where a high importance is attributed to the development of professional competencies though on-the-job training by means of practice teaching. It also explores the more specific context of Quebec teacher training at a distance in remote areas, which includes its own inherent difficulties. This paper will present the different choices that warranted the use of Information and Communications Technologies (ICT) in this particular context and will be followed by a description of the main characteristics of this distance training pre-service supervision technique. To conclude, this innovative technique’s contributions to the development of professional competencies in pre-service teachers will be outlined.Keywords: Supervision of faraway regions, ICT, training, professional skills.
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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 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.012 | 0.002 |
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".