What does a Culturally Responsive Indigenous Teacher Candidate’s Extended Practicum Look Like: Perspectives of College Field Supervisors and Administrators
Bibliographic record
Abstract
To increase the educational success of Indigenous students and work towards a just society, it is essential to increase the presence of Indigenous teachers within the teaching profession and school systems. My research aim was to discover what a culturally responsive teacher candidate’s extended practicum looks like from college field supervisors’ and administrators’ perspectives because such a discovery will assist more Indigenous teacher candidates in joining the teaching profession and help animate more invitational and culturally affirming schools. Using a constructivist framework, I used semi-structured interviews to access the insights of a purposefully selected group of participants who, as college field supervisors and administrators, had extensive experience working with Indigenous Teacher Candidates. Motivated by a commitment to social and political justice, a focus of the research was to determine the extent to which the concept of ethical space, as articulated by Ermine (2007), was present in extended practica and school systems. \n\nThis study’s findings identified an extended practicum model undergoing profound change as a response to identified needs for greater cultural responsiveness both within post-secondary institutions and Pre-K-12 schools in Saskatchewan. Findings also delineated varying levels of cultural responsiveness within the schools where Indigenous teacher candidates practice, the persistence of significant barriers to Indigenous teacher candidates’ success, and a continued need for cultural and psycho-social supports at the post-secondary levels to maximize the prospects of success for Indigenous teacher candidates. Additionally findings highlight the need for ongoing reflexivity on the part of all those involved in teacher education, to acknowledge and mitigate the persistence of deficit perspectives within education systems.
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.
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 | 0.007 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.010 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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".