Discipline of Teaching English as an International Language – D-TEIL: perspectives for language teacher education
Bibliographic record
Abstract
The role international practicum placements have in the professional development of language educators is a contentious issue, with not all researchers in agreement that international practica are necessarily natural, neutral, or beneficial, to borrow from Pennycook’s (2007, 2012, 2017) stance on English language teaching internationally. Scholars like Santoro (2007, 2009), for instance, have expressed concern that international practica constitute a little more than a form of educational tourism that is potentially exploitative of the host communities. However, some program developers and researchers acknowledge and prioritize the value-laden and sociopolitical nature of practice teaching abroad and strive to facilitate ethical and critical practices (MORGAN; MARTIN, 2014; MARTIN; MORGAN, 2015, 2019). For that reason, this paper critically analyzes crossing borders with reference to the D-TEIL certificate program. The outcomes of an international practicum experience suggest changes towards considering the multiplicity of knowledge and aim at developing strategies for language teacher education programs towards ethical practices.
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 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 | 0.005 |
| 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 | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".