Contextualizing Teacher Professionalism: Findings from a Cross-Case Analysis of Union Active Teachers
Bibliographic record
Abstract
This paper draws on data collected as part of a study of the discourses of teacher professionalism amongst union active teachers in the Canadian provinces of Alberta and Ontario. Interviews revealed a triad of influences on the professionalism discourses of participants: engagement in teacher associations, the larger policy environment, and teacher agency. The manner in which this triad played out in each case, however, was unique to the particular political and organizational contexts framing the spaces in which such discourses were created. Using cross-case analysis, this paper specifically highlights the complex and contextualized nature of teachers’ conceptions of professionalism, paying particular attention to the nuanced enabling and limiting conditions identified between the cases. Cet article s’appuie sur des données recueillies dans le contexte d’une étude portant sur le discours concernant le professionnalisme des enseignants actifs dans leur syndicat et vivant dans les provinces canadiennes de l’Alberta et de l’Ontario. Les entrevues ont révélé une triade d’influences sur ce discours chez les participants : l’implication dans des associations d’enseignants, le contexte politique général et l’agentivité des enseignants. L’interaction de ces composantes s’est déroulée d’une façon distincte selon le contexte politique et organisationnel du milieu dans lequel le discours a été créé. S’appuyant sur une analyse transversale, cet article souligne la nature complexe et contextualisée des conceptions qu’ont les enseignants du professionnalisme, et se penche particulièrement sur les conditions nuancées, favorables ou restrictives, qui ont été identifiées dans chaque cas.
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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".