‘I’m a cracked vase’: identity narratives of disabled pre-service teachers
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 explores the identity narratives of three disabled pre-service teachers in Hong Kong. Drawing on narrative inquiry, we ask: how do the students’ teacher and disability identities intersect – if they do? What role does teacher education play in these narratives? The narratives emphasise three differing intersections: (1) shifting intersections between teacher and disability identities across social contexts; (2) taking a disability activist stance as a teacher; (3) and keeping these two identities separate from each other. We discuss how these narratives are constructed in relation to societal discourses around ‘normal’ and ‘able’ teachers. In doing so, pre-service teacher education narrows the potential and desired ways of being and becoming a teacher. This study contributes to unpacking the complex, emerging and evolving intertwinements between pre-service teachers’ professional and disability identities. Implications for inclusive futures of teacher education in Asia and beyond are discussed.
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 | 0.002 | 0.001 |
| 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 | 0.002 |
| Scholarly communication | 0.000 | 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 it