Formation and Development of the Phenomenon of Pedagogical Expertise in Domestic Education of the XX – early XXI century
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The need of modern education for a systematic analysis and comprehensive assessment of the professional activities carried out by teachers actualizes the problem of finding and substantiating methods and means of pedagogical expertise. A purposeful historical and genetic study of the processes of formation and development of the phenomenon of pedagogical expertise in Russian education allowed us to determine its socio-historical prerequisites, identify key priorities, as well as identify and comprehend the main features and specific features of the examination of the work of Russian teachers during the XX – first quarter of the XXI century. The genesis of the functional purpose of the examination of pedagogical work is revealed, the priority of the humanitarian function of expert evaluation is justified, the experience of modern study and use of pedagogical expertise in the domestic system of education and upbringing is summarized. The trends of further study and application of expertise in the conditions of Russian education are outlined.
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.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 it