Artistic Inquiry in Art Teacher Education: Provoking Intuition through a Montage of Memory in and of Place / 1.Recherche artistique et formation des enseignants en arts : susciter l’intuition par le biais d’un montage de la mémoire des lieux
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
Abstract: In this paper, I discuss research that explored the emergence of an intuitive disposition through teacher candidate participants’ artistic inquiry of their former school spaces and the conceptualization of time as montage to articulate novel pedagogical conditions in teacher education. Through filmmaking, participants performed as nomads, responding both physically and aesthetically to their affective responses to memory in place. In doing so, individuated memories of their mundane experiences of schooling emerged, disrupting recollected discourses about why they teach. This suggests the importance of artistic practice in teacher education pedagogical practices and the value of learning through rather than from experience. Keywords: Teacher Education; Artistic Inquiry; Montage; Intuition; Memory; Time; Experience.Résumé : J’aborde dans cet article la recherche menée sur l’émergence d’une attitude intuitive au regard de la quête artistique des futurs enseignants vis-à-vis leurs anciens espaces scolaires et la conceptualisation du temps sous forme de montage pour introduire de nouvelles modalités pédagogiques en matière de formation des enseignants. Par la réalisation de films, les participants deviennent des nomades qui réagissent de manière physique et esthétique, à leur perception affective de leur mémoire en place. Ce faisant, le souvenir individualisé de la perception ordinaire de leurs études émerge, altérant le discours remémoré sur les motifs derrière leur volonté d’enseigner. Cela dénote l’importance de la pratique artistique au niveau des pratiques pédagogiques de la formation des enseignants et la valeur de l’apprentissage à travers l’expérience même plutôt que tirée de l’expérience.Mots-clés : formation des enseignants ; recherche artistique ; montage ; intuition ; mémoire; temps ; expérience.
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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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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