Research experience of the creative standpoint formation of the novice comprehensive secondary school teacher in lifelong vocational training
Bibliographic record
Abstract
© 2014, Canadian Center of Science and Education. All rights reserved. At the end of the 20th century and in the early 21st, creativity has been seen to be increasingly important in education. In this paper an attempt is made to present the concept of a novice teacher’s creative standpoint in a comprehensive secondary school combining and integrating various educational theories, stances and approaches. The paper concerns different aspects of the creative standpoint such as its nature, background, structure and components. The paper deals with theoretical and methodological benchmarks of the novice teacher’s creative standpoint formation, its structural and substantial characteristics are scientifically proved, program and method support on preserving and further development of the creative standpoint is developed that enriches the theory of the novice teachers’ vocational training. The paper concluded that the creative standpoint represents a system of creative relations, has dynamic character and is of formed quality which can be developed purposefully in a comprehensive secondary school. Development of the given phenomenon is the subjective process which is a part of general development of the novice teacher’s personality. Training seminar made a basis for program and method support realization “Effective methods of the creative standpoint forming of the novice teacher in a comprehensive secondary school” and a model of the three-year program “School of the novice teacher”. The author innovative programs developed by us have proved that effective formation and development of the novice teacher’s creative standpoint is provided with its purposeful, systemic, lifelong character, uniform basic and substantial, humanitarian basis, interdependent and complimentarily character of its theoretical and practical components, novice teachers’ equal participation in choosing of goals, content, educational process technologies, psychological and pedagogical help to young specialists in their creative growth.
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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 | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.006 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".