“Students Are My Life”: Reflections of One Novice EFL Teacher in Central America
Bibliographic record
Abstract
This paper presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. More specifically, this qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers’ thoughts and behaviours through five stages of self-reflection using Farrell’s (2015) framework for reflective practice. Overall, the findings suggest that the teacher’s stated principles related to her philosophy, beliefs, and theory converge with her classroom practices; however, areas of divergence were also observed. Recommendations are included on the usefulness of the framework for ESL (English as a second language) teachers when reflecting on their practice. Cet article présente une étude de cas qui s’est penchée sur les principes et les pratiques d’une enseignante d’anglais langue étrangère (ALE) débutante dans une institution de langue anglaise renommée d’Amérique centrale. Plus particulièrement, cette étude qualitative a cherché à contribuer à la discussion sur les influences interdépendantes perçues des pensées et des comportements des enseignants d’ALE à travers cinq étapes d’autoréflexion à l’aide du cadre de pratique réflexive de Farrell (2015). Dans l’ensemble, les résultats suggèrent que les principes énoncés de l’enseignante liés à sa philosophie, à ses croyances et à sa théorie convergent vers ses pratiques en salle de classe; cependant, on a aussi observé des zones de divergence. Nous avons inclus des recommandations sur l’utilité du cadre pour les enseignants d’ALS (anglais langue seconde) lorsqu’ils réfléchissent à leur pratique.
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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 | 0.006 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.036 | 0.021 |
| Scholarly communication | 0.009 | 0.006 |
| Open science | 0.004 | 0.012 |
| Research integrity | 0.005 | 0.011 |
| Insufficient payload (model declined to judge) | 0.004 | 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".