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 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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".