Host Community Voices and Community Experiences: Tanzanian Perspectives on a Teacher Education International Service-Learning Project
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.
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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 | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.028 | 0.014 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.001 | 0.014 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 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".