Transformative Learning in International Short-Term Teach Abroad Programs
Bibliographic record
Abstract
The task of preparing future teachers for diversified classrooms is imperative. We aimed to deepen our understanding of the capacity of international teach abroad programs (TAPs) to prepare Canadian teacher candidates to be more culturally responsive in their classrooms. Data were collected using pre- and post-questionnaires, focus groups, and anecdotal notes during a short-term (two weeks) TAP in the Dominican Republic with Canadian teacher candidates. The findings revealed that participation alone is not enough to develop culturally responsive teachers. Candidates must be challenged, supported, and guided on how to positively develop cultural competence in situations where they feel vulnerable, including purposeful mechanisms to intentionally interrupt and challenge participants’ positionality. Otherwise, at best, the candidates achieve superficial levels of learning that potentially reinforce biases and privilege. Abstract in Spanish La tarea de preparar a los futuros docentes para las aulas diversificadas es imperativa. Nosotros apuntamos a profundizar nuestra comprensión de la capacidad de los programas internacionales de enseñanza en el extranjero con el objetivo de preparar a los profesores candidatos canadienses para que sean más receptivos culturalmente en sus aulas. Los datos se recopilaron mediante cuestionarios de pre-prueba y post-prueba, grupos focales y notas anecdóticas durante un corto plazo de dos semanas en la República Dominicana con candidatos a docentes canadienses. Los hallazgos revelaron que la participación por sí sola no es suficiente para desarrollar maestros culturalmente receptivos. Los candidatos deben ser desafiados, apoyados y guiados sobre cómo desarrollar positivamente la competencia cultural en situaciones en las que se sienten vulnerables, incluidos mecanismos con propósito para interrumpir y desafiar intencionalmente la posición de los participantes. De lo contrario, en el mejor de los casos, los candidatos alcanzan niveles superficiales de aprendizaje que potencialmente refuerzan los sesgos y los privilegios.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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 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".