Teacher Professional Development in Critical Action Pedagogy: A Culturally Responsive Approach
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
This paper reports on the recent developments of the Critical Action Learning Exchange (CALE) project, an international network of Professional Learning Communities (PLCs) where teachers are supported to design and enact new forms of critical action curriculum (Carvalho et al., 2021;2022).CALE curriculum is dedicated to empowering students as transformative agents when facing socio-environmental issues (i.e., climate change, social justice, pandemics, economic inequality, etc.) that affect themselves and their communities.This paper presents a comparative analysis of activity-theoretical formative interventions in CALE communities in China, India, and Canada.For each of these enactments, we present the professional development designs and evaluate the efficacy of the interventions by analyzing teacher participation and resulting curriculum products.We close with a discussion of sustainable teacher PLCs and the next steps in the CALE research.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 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