A reorganização substancial da consciência como um componente essencial para o desenvolvimento profissional dos professores
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
Teacher education programs tend to focus on techniques; in-service programs often are understood in terms of incremental change to improve on what they are already doing. This notion of professional development is related solely to the acquisition of new knowledge and/or new techniques to continuously improve the teaching practice, instead of a substantial reorganization in conscience. The purpose of this paper is to contribute to theorizing the continued becoming of teachers not only by making a clear distinction between learning and development but also by exhibiting how the two very different processes are interconnected allowing the latter to arise, often unpredictably, from the former. Contradictions play an important role in the changes that occur in teachers’ practices boosting the becoming-aware of teachers with regard to their way of teaching, thus generating transformations in their praxis. It is important to note that the environment is a factor of influence that has an effect side by side with other factors, like the comprehension level, the stage of current development of the individual, and their perception of what happens on the surroundings.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it