Personal and professional development through sustainable partnerships in education Serbian experiences from the I-TAP-PD Erasmus+ project
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
The aim of this research is to evaluate how the partnership between teachers and artists was built in the context of Serbia. In conducting it, we sought answers to the following research question: What was the role of I-TAP-PD in the personal and professional development of teachers and artists in Serbia? It is based on the phenomenological theory of reflection in action. Research participants include three teacher-artist pairs. The residencies were delivered between August 2021 and June 2022. The data was collected with pre-residency questionnaires, reflective journals, classroom observation, post-residency group interviews. All qualitative data was analysed using thematic analysis. The results show that artists and teachers, in terms of sustainable partnership in researched practices in Serbia, identified the understanding of the “other“ as the most important aspect of the process of learning and teaching. In this endeavour, professionals developed high levels of empathy and their self-esteem notably increased.
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.001 |
| 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 it