The influence of ecosystemic factors on Black student teachers’ perceptions and experiences of Early Childhood Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Post-1994 welcomed political transformation in South Africa which also brought about change in the educational sector since Black students had access to former White universities. Contrary to the growing number of Black students, the impetus for this study was found in the short supply of Black student teachers in ECE. Moreover, this study attempted to investigate how ecosystemic factors influenced the low enrolment of Black student teachers as well as their perceptions and experiences of the ECE programme at a former White university. The study was conducted from a qualitative, case study approach. The various data collection techniques, such as photo voice, narratives, semi-structured interviews and a focus group interview with five final year student teachers yielded the following results: Various ecosystemic factors influenced Black student teachers’ perceptions and experiences of ECE. First, the history of education in South Africa has had a detrimental effect on the experiences and perceptions of Black students in ECE, as well as a negative influence on the status of ECE. Second, Black students are under-prepared for their studies at tertiary level which results in negative academic experiences for the students, as well as a high dropout rate. Third, and most recurrently, it was evident that economic circumstances affect Black student teachers in terms of academic status, support offered by the HEI and enrolment into ECE teacher training. Fourth, societal factors such as the communities’ perception of, and the low regard that they hold for ECE, influenced Black students’ decisions to consider this phase of teaching as a career. Finally, personal factors, unique to each individual Black student teacher, influenced their perceptions and experiences of ECE.
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.
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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it