EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile
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
The research aims at exploring how macro and micro contextual factors have influenced on the construction ofEnglish as a foreign language (EFL) teachers’ identity in education reform contexts in Chile based on socioculturaltheories. Grounded theory was used in the methodological design to analyse and categorize data utilizing theATLAS.ti software. Deep semi-structured and focus group interviews were used to collect data, and twelve EFLteachers participated in the research. From a macro contextual environment, results show that educational demandsturn into bureaucracy and a non-coherent EFL national curriculum which have weakened teachers’ identity resultingin a sense of frustration and resignation. Micro contextual factors have emotional (appreciation, student/teacher bond,and work climate) and cognitive dimensions (in-service training) with a dual role – strengthening or weakening EFLteachers’ identities.
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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 | 0.001 | 0.001 |
| 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 | 0.001 |
| 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