Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece
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
This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or incongruent experience within the new school cultural context; a re-evaluation of their frames of reference, and a final emergence of more integrative, inclusive senses of self as “teacher” and “learner.” Transformative learning theory can serve both as a conceptual framework for understanding the experiences of students and as a means of suggesting ways in which educational outcomes can be better designed with a transformative intent in mind. We then present implications for teaching and learning and suggestions for future studies. Keywords: international experience; preservice teachers; internship; transformative learning; frames of reference
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 | 0.001 | 0.001 |
| 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 it