Questioning Representations Relating to the Visual Arts in School to Update Teacher Training
Bibliographic record
Abstract
Our research evaluates the results of a long reflection on teachers training in visual arts in primary schools of Quebec. This exploratory study of a qualitative type analyzes the representations of future teachers as to the role of arts in school (dominance of “traditional” criteria in art, “free expression” and “production of items” as main goals of arts education at school). The results highlight the urgency of improving the initial training of the teachers in the field of artistic education. This involves integrating three essential dimensions linked to the findings of current research in artistic education, into the student curriculum, namely: the disciplinary dimension (arts skills to be taught/learned), the integrative dimension (educating through art), and the cultural dimension (training of people who transmit culture through art). The conclusions underline, in a historical perspective on artistic education in Quebec, the need to critically review the effects of the old doxas in order to deconstruct possible obstacles to the updated understanding of the arts at school, and to give artistic education its full disciplinary, educational and cultural dimension.
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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 | 0.017 | 0.035 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.009 | 0.013 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 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 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".