Leading the Pandemic Practicum: One Teacher Education Response to the COVID-19 Crisis
Bibliographic record
Abstract
Resume: Cet article presente une reponse de la formation des enseignants canadiens a la fermeture des ecoles de la maternelle a la douzieme annee en raison de la pandemie de la COVID-19 et le stage de formation des enseignants en ligne qui en a resulte et qui a ensuite ete developpe, appele stage pandemique. Au mois de mars 2020, les formateurs d'enseignants de tout le Canada ont ete invites a passer a la diffusion en ligne de contenus destines aux enseignants en formation initiale et, dans de nombreux cas, ce changement, bien que loin d'etre simple, etait au moins imaginable. Plus difficile etait l'integration d'une solution en ligne pour le stage d'enseignement, pierre angulaire de la formation des enseignants. L'article suivant decrit les mesures prises pour garantir une experience en ligne coherente et attrayante. Les themes ont ete generes par les reflexions de l'equipe de conception et de direction, ainsi que par une enquete realisee aupres des etudiants de l'enseignement superieur qui ont effectue le stage en ligne. Les conclusions ont porte sur les defis initiaux releves par l'equipe de conception, notamment en ce qui concerne les exigences en matiere de programme et de certification, ainsi que sur les differentes conceptions des parties prenantes quant au role du stage dans la formation des enseignants. En outre, ce passage a un stage en ligne a presente un certain nombre de possibilites importantes, concernant notamment l'importance de la pedagogie de l'apprentissage en ligne et la necessite de revoir et de remettre en question le stage.Alternate abstract:This article will outline one Canadian teacher education response to the closure of kindergarten to grade twelve schools due to the COVID-19 pandemic and the resultant online teacher education practicum that was subsequently developed, termed the pandemic practicum. In the month of March 2020, teacher educators across Canada were prompted to move to online delivery of content for preservice teachers and, in many cases, this pivot was, while not simple, at least imaginable. More difficult was the integration of an online solution for the teaching practicum, a cornerstone of teacher education. The following article outlines the steps taken to ensure a credible and engaging online experiential offering. Themes were generated through the self-reflections of the design and leadership team, as well as through a survey completed by postsecondary students undertaking the online practicum. Findings included the initial challenges as noted by the design team including program and licensing requirements, as well as philosophical differences among stakeholders as to the role of practicum in teacher education. In addition, a number of important opportunities were presented by this shift to an online practicum, including the importance of the pedagogy of online learning and the need to re-vision and question the practicum.
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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 | 0.005 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.017 | 0.005 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.017 | 0.002 |
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".