Beyond the Interview: \nOral History x Photography Research-Creation methodology for the enhancement of social-emotional competences for teacher candidates in art education
Bibliographic record
Abstract
In this dissertation, I embark on an exploration of the Oral History x Photography Research-Creation methodology, examining its potential to enhance social-emotional competence among art education teacher candidates in Quebec. Drawing on the theoretical framework of critical pedagogy and utilizing a bricolage approach, I engage in a reflective journey, connecting personal experiences with wider socio-educational contexts. \nThe research unfolds in three parts. Initially, I examine the integration of oral history and photography in research-creation methodology. Despite the tensions, I underscore how this methodology can foster key social-emotional competencies such as self-awareness, active listening, shared authority, and empathy. Next, I engage six participant collaborators to validate the pedagogical benefits of Oral History x Photography Research-Creation. Their insights reinforce the potential of this methodology to enhance teaching and learning, shaping its potential application in art education teacher training programs. In the third phase, I experiment with different curricular models. Ultimately, I conclude that a tailored undergraduate course provides the most beneficial framework for teacher candidates to fully integrate and effectively utilize this methodology. \nIn conclusion, I propose that the Oral History x Photography Research-Creation methodology has potential for developing social-emotional competence, specifically enhancing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, among art education teacher candidates. Despite these promising findings, I acknowledge that my dissertation marks just the beginning of a larger exploration. I believe that continued exploration will strengthen the framework of this methodology and its wider application in art education, ultimately contributing to the development of a new generation of empathetic, self-aware, and socially conscious educators.
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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 | 0.012 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.007 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 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".