Jouer à l'école: une étude de cas d'une enseignante en musique au primaire qui s'identifie comme valorisant le jeu dans son travail
Bibliographic record
Abstract
This descriptive exploratory case study examines the significance and value an elementary school music teacher attributes, to play. The study examines the teacher's classroom practices and strategies to develop play with the students and carry out her professional tasks. Participant observation, semi structured interviews and document analysis provided the data. Stern's (1989, 2002) notion of social play and its derived concepts of mutual regulation and attunement, and Noddings' (2005) care theory provide the conceptual framework for interpreting how the teacher's values and beliefs about play informs her pedagogical approaches, her classroom management strategies and her relations and engagement with her students. Findings suggest that the ethic of care is the foundation of the teacher's orientation towards play. The study sheds light on the social dimension of play as revealed through the pedagogical relationship in the search for pleasure with the students. An affective attunement to the students is present in the teacher's strategies to engage their attention and participation. The mutual participation of the students and the teacher in play, the creativity, pleasure and the anticipated learning that follow, point to the regulatory aspects of social play through the pedagogical relationship. The study reveals the community aspect of play and the challenges pertaining to the music teacher's play experience at school.
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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 | 0.000 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".