A Study of Existing Professional Insertion Training Programs for Newly-Immigrated Teachers in the Québec School System
Bibliographic record
Abstract
The education system in Quebec is currently faced with a paradigm shift. One of these shifts is that the teaching profession attracts less and less people due to several factors; another one is that as the cultural make – up of Quebec society is changing, with more and more students from varied cultural backgrounds attending the schools. One way the Ministry of Education can address both these problems is through the hiring of immigrant teachers – either those with plenty of experience already, or people new to the profession. However, for all the interest shown by immigrant teachers to integrate the Quebec education system, there still seem to be unique obstacles and barriers faced by these willing and ready teachers. \nThe interpretive phenomenological approach used in this study gives a voice to those people who live the situation under investigation. Through interviews conducted with participants from school centers across the Greater Montreal Region, this study aims to do just that – allow immigrant teachers to tell their own stories and relate their experiences accessing and participating in Professional Insertion Programs in the Quebec school system.
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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 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.018 | 0.006 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.003 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".