Educating the 21st Century Language Teacher
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
This study engages with how prospective teachers of English (PTEs) conceptualize intercultural communicative competence (ICC). In particular, we focus on the underlying sources that influence the development of ICC for pre-service teachers in a teacher education program in Turkey. A self-assessment scale and semi-structured interviews were used as data collection tools. The results reveal that the definition of ICC is vague among the PTEs, and their understanding of it is insufficient. In particular, while they can provide a definition of ICC, they rarely mention characteristics beyond linguistic competence. Further to this, travel and exchange programs, as well as peer interactions are the primary sources of ICC as reported by PTEs; while academic courses have no statistically significant contribution. Keywords: intercultural communicative competence; prospective teachers of English; perception; contributing sources; academic program Cette étude porte sur la façon dont les futurs enseignants d’anglais conçoivent la compétence communicative interculturelle (CCI). Plus particulièrement, nous nous penchons sur les sources sous-jacentes qui influencent le développement de la CCI chez les enseignants en formation dans un programme de formation à l’enseignement en Turquie. Une grille d’autoévaluation et des entrevues semi-structurées ont servi d’outils de collecte de données. Les résultats indiquent que la définition de la CCI est vague chez les futurs enseignants d’anglais et qu’ils possèdent insuffisamment de connaissances à ce sujet. Notamment, même s’ils sont en mesure de fournir une définition de la CCI, ils en notent rarement les caractéristiques autres que la compétence linguistique. De plus, comme sources principales de CCI, les futurs enseignants d’anglais nomment les voyages, les programmes d’échange et les interactions avec les pairs; les cours académiques n’y contribuent pas de façon statistiquement significative. Mots clés : compétence communicative interculturelle; futurs enseignants d’anglais; perception; sources contributrices; programme académique
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.171 | 0.002 |
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