Host Community Voices and Community Experiences: Tanzanian Perspectives on a Teacher Education International Service-Learning 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
Teacher education programs are increasingly integrating aspects of international service-learning (ISL) into student experience. While studies about teacher-candidate experiences are published, less is known about the effects of these ISL initiatives on the host communities. There is a need to hear from and integrate host community voices into all dimensions of the ISL experiences. We honor the voices of ISL host participants by turning our attention to those involved in an ongoing ISL project in Tanzania. Our analysis is grounded in our experiences as ISL practitioners and teacher educators. We utilize the concepts of Freire and Dewey to provide an understanding of ISL in teacher education that emphasizes how dialogue with host participants increases understanding of local contexts and promotes reciprocity as a form of learning from one another. This study concludes with the implications, both negative and positive, associated with integrating ISL into teacher education programs.
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 | 0.000 | 0.000 |
| 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 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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