A teacher's soulful inquiry, exploring professional development using The divine comedy as a guide
Bibliographic record
Abstract
This is a reflexive inquiry about a teacher's story as she journeys through life and her professional teaching experiences. Dante Alighieri's ' Divine Comedy' is used to recreate a metaphorical journey towards self-understanding partly influenced by the interactions of people she meets along life's path. The voyage transcends time and space as it weaves through the three poetic realms of Dante's afterlife. Past experiences reminiscent of the poet's Hell are symbolic of the soul's desire to remove certain impediments before progress can be attained. Achieving success in this realm is never attained alone, making it necessary to have a guide to facilitate the learning process. The experiences of Purgatory represent a time of healing because understanding the human condition and ridding oneself of negativity raises the spirit towards hopefulness. Finally, the narratives of Paradise are contemplative in nature. Being capable of enjoying beauty in all that surrounds humanity and the full extent of one's individual capacities are the final vision towards the attainment of spiritual truth and a more holistic way of living life. This personal articulation of a journey driven by a teacher's practice and personal core values redefines what it means to theorize. Cole and Knowles (2000, p. 2) state that "an expression of who teachers are as people, that is imbued with the beliefs, values, perspectives, and experiences developed over the course of a teacher's lifetime." Reflexive inquiry frames the grand narrative by permitting the storyteller to give meaning to the experiences and restructure the inquiry to promote personal and professional development. The cast of characters that are presented throughout the journey are fictionalized as literary protagonists that serve to inform an understanding based on the influential power of teacher practices and beliefs. They provide support when exploring the quintessential and epistemological question of 'Who and what am I?' presented in a complex series of reflections that provide validation to the process of self-narrative. Constructing meaning from experiences and reconfiguring the processes to find hope in the face of adversity is the driving force behind this reflexive inquiry. Situating past personal experiences in the present using the literary metaphor of the 'Divine Comedy's' various chants provides a creative fluidity to emerge from the research landscape to that of personal knowledge. Providing this self-presentation is an invitation to readers to celebrate life as it unfolds. The celebration is not in finding answers to universal dilemmas, but in the validation of self-exploration. Embracing the diversity of teaching ideologies and practices became the inspiration behind the soulful inquiry that validates the search for the deepest truth of a human being's existence and the authentication of actions as a way to define a teacher's spirit and professional development.
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.020 | 0.021 |
| Scholarly communication | 0.013 | 0.005 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.005 | 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; 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".