Bibliographic record
Abstract
School associates (SAs), or cooperating teachers (CTs), have arguably been one of the most powerful influences on the teacher candidates (TC) pre-service experience. For this reason, most studies about the practicum have focused on this relationship. However, while observing one visual art students practicum as her Faculty Advisor (FA) for the University of British Columbia (UBC), the significance and impact of art making on the SA and TCs relationship was observed. Creating art was what emerged as the pivot that the practicum was focused on, rather than the traditional Apprenticeship or Mentor formula (Graham, 2006). This hybrid relationship underscored how a/r/tographic inquiry provided the opportunity for the SA and TC to create art, to discuss teaching philosophies and pedagogical practices, and to change the practicum performance into an extra-out-of the-ordinary event. This paper explores how art making, living inquiry and the condition of relationality affected the relationship between a teacher candidate and her cooperating teacher on practicum. Systematic questioning, observation and the collection of data through interviews, reflective narrative writing and art making were methods used for understanding the a/r/tographical relationship that developed between the two participants. An analysis of the critical incidents that depicted how inquiry in the form of art making and collegial conversations strengthened this particular relationship and created reciprocity was then considered. In this way, we acknowledge how the practicum is an a/r/tographical event in which pedagogical and aesthetic relationality and inquiry initiate a long-term commitment to becoming as artists, teachers and researchers. Theoretically, this sense of becoming is understood and discussed through Gilles Deleuze and Felix Guattaris (2007) interpretations and extensions of Antonin Artauds (1975) Body without Organs (BwO) conceptualization into what they call poles that swing between moments of immanence and signification. What is argued in this paper is that becoming an arts-teacher is a complex process that requires a continual shift and acceptance of multiple identities that may move between moments of signification and illumination. In this study, the shift from discussing the movement between signification and immanence (in Deleuze and Guattari) to signification and illumination is made because the authors felt that a greater understanding of ones teaching practice, art making and collegiality was understood during this research project but they did not feel as though it was possible to measure the participants metaphysical and immanent experiences. Rather, it is the movement between being and becoming an artist and an educator that brings deeper satisfaction to the TCs understandings of becoming pedagogical that is being explored.
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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 | 0.004 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.057 |
| Scholarly communication | 0.011 | 0.008 |
| Open science | 0.001 | 0.014 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".