La inserción profesional docente en Quebec y en Colombia: ¿qué podemos compartir y aprender?
Bibliographic record
Abstract
espanolEn este articulo realizamos una exploracion teorica y problematica del concepto de insercion profesional do-cente en dos contextos sociales: Quebec y Colombia. Desde una perspectiva comparativa, hacemos un anali-sis de este tema segun los procesos normativos de ingreso a la profesion que viven los docentes de la educa-cion basica en los dos contextos y las problematicas a las cuales estos se enfrentan durante la busqueda de su primer empleo como maestros. Finalmente, presentamos algunos de los dispositivos de acompanamiento implementados en Quebec. Esperamos que estos dispositivos puedan servir de inspiracion para que en Colom-bia se asuma la insercion profesional como una etapa clave de la carrera docente. francaisDans cet article nous faisons une exploration theorique et problematique du concept d’insertion professionnelle d’enseignants dans deux contextes sociaux : le Quebec et la Colombie. D’apres une perspective comparative, on fait une analyse de ce sujet selon les processus normatives d’admission a la profession qui les enseignants doivent affronter dans les deux contextes et les problematiques qu’ils affrontent pendant la recherche de leur premier emploi en maitres. A la fin, nous presentons quelques dispositifs d’accompagnement appliques au Quebec. Nous esperons que ces dispositifs soient d’utilite en Colombie afin d’assumer l’insertion professionnel comme une etape clef des etudes de l’enseignant. EnglishThis paper makes a theoretical and problematizing exploration of the concept of Teacher Professional Induction in two social contexts: Quebec and Colombia. From a comparative perspective, we analyze this issue accord-ing to the regulations that early education teachers must comply with in these two contexts when entering the profession and to the problems they face when searching for their first teaching job. Finally, we present some of the means of support implemented in Quebec. We hope that these means can be inspiring in Colombia, so that Teacher Professional Induction can be implemented as a key phase in the teaching profession.
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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 | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
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".