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.
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.
How this classification was reachedexpand
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 | 0.000 | 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) | 0.005 | 0.004 |
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; both teacher heads agree on what is shown here.
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".