Co-Constructing a Learner-Centered, Democratic Syllabus with Teacher Candidates: A Poetic Rendering of Students' Meaning Making Experiences.
Bibliographic record
Abstract
Abstract In this arts-based research study, the creative concept of a co-constructed, learner-centered, and democratic syllabus (marino, 1997; Matusov & Marjanovic-Shane, 2017; Ricci, 2012; Richmond, 2016; Shor, 1996) is creatively and critically examined through a poetic inquiry that focuses on its pedagogical significance in one of the Canadian teacher education programs. Specifically, the author aims to understand what this pedagogical significance means to her students-teacher candidates. The research question is: What does this syllabus-making experience mean to teacher candidates? The study reveals that the pedagogical significance of co-constructed syllabus is embodied in students’ changing self-perceptions as the active and critical knowledge creators, rather than the passive and immutable consumers of the provincial curriculum. Specifically, co-construction embodies diverse learning experiences, as the students struggle to understand why they have to co-construct their syllabus and what this pedagogy actually means to them. The study demonstrates that co-construction actively, enthusiastically, passionately, and energetically generates students’ engagement. Also, the co-constructed syllabus has an unstructured structure with multiple entry possibilities for learning. Keywords: democratic teaching, learner-centered syllabus, co-construction, arts-based research
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".