Crossing Borders in Initial Teacher Education: Supporting Translations in the Inner-City Practicum
Bibliographic record
Abstract
Research examining teacher candidates’ preparation to teach in high-poverty, urban contexts marked by diversities and inequalities, throughout North America and internationally, is predominantly focused on examining and changing problematic attitudes based in white normativity and privilege. While this is extremely important, there has been a noted absence of research that supports translations of critical ideas from coursework into the practicum experience. In this article we share a case-study of eight teacher candidates supported by a practicum team approach designed to support these translations into the inner-city teaching practicum. The study is designed and analyzed through decolonial, settler-colonial, critical, and Indigenous theories and philosophies. The authors found common deficit perspectives in the practicum site, but that a relational focus across university and school contexts supported the translation of critical ideas into practice. This study recommends a more explicit engagement with settler colonialism and white privilege within both the practicum and coursework.
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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 | 0.058 | 0.114 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.021 | 0.021 |
| Scholarly communication | 0.016 | 0.008 |
| Open science | 0.004 | 0.021 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.006 | 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".