Quantitative-Cumulative and Qualitative-Transformational Changes in the Continuous Becoming of Teachers
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
Professional development is a critical concept in the literature on teaching and teacher education. However, in this literature, continuous growth (learning)—e.g., improve teaching strategies, elaborate a variety of activities or integrate new technologies into their practice—is not distinguished from (crisis-like) change to qualitatively different forms of experience—e.g., engage students in learning, implement student-centered practices, consider students' individual needs and further learning. Based on a case study of the change a Brazilian teacher experienced over the course of an 8-year period, we develop an approach based on ideas of the Russian psychologist L. S. Vygotsky that not only theorizes a distinction between learning and development but also the articulation between the two processes whereby continuous change turns into discontinuous change.
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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 | 0.004 | 0.026 |
| 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 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| 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