Teacher interactive and reflexive positionings in accommodating international students: implications for teacher professional development
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
Despite the rapid flow of international students to Anglo-Saxon countries, especially the US, UK, Canada and Australia, the professional development needs and practices of teachers working with international students are still under-researched. According to the OECD, around the globe, over five million students are pursuing tertiary education in another country other than their own. Australia, in particular, is hosting more than 600,000 international students. Australian teachers are facing significant professional challenges to engage with pedagogical issues in teaching international students. This paper responds to a critical gap in the literature by exploring teacher interactive and reflexive positionings with regards to their professional development in international education. It draws on a research project that includes observation, field work, and 102 semi-structured interviews with staff working with international students. The findings indicate the need for professional development focusing on supporting teachers to develop the capabilities to not only deal with the challenges in teaching an increasingly diverse student population but importantly, build productive interactive relationships with their international students. In this regard, interactive relationships are centred around recognising cultural differences and positioning international students as partners on a more equal basis in the construction of transnational knowledge, skills and competencies.
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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 | 0.001 | 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