An Overview and Analysis of Processes of Programmatic and Curricular Reform in Teacher Education in Anglophone Canada.
Bibliographic record
Abstract
This study examines the process of programmatic and curricular reform in teacher education at Anglophone universities across Canada. The first phase of research involved gathering preliminary information about how teacher education institutions were responding to calls for reform, gauging the nature and extent of these efforts and processes associated with their facilitation, and identifying perceived key obstacles and enablers of change. The analysis showed that the rhetoric of teacher education reform proliferates institutional policy documents, reports, and mandates, and the nature, scope, and substance of changes are divergent. Researchers identified five sites where substantial programmatic reform was underway. This paper examines some of the features, themes, and issues emerging from the case study explorations. It discusses the benefits of the change initiatives, focusing on: breaking the mold of leadership, acknowledging the complexity of change, finding necessary resources, developing coherence and building community, and communicating. It examines threats to change, focusing on change in leadership, sustainability of energy, sustainability of program change, characteristics of faculty and academic cultures, forces of tradition and identity, and the reward system. The paper concludes by examining the notion of goodness as an important lens through which to view teacher education reform. (Contains 23 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
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.
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 | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.007 | 0.018 |
| Science and technology studies | 0.010 | 0.004 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".