Students' journeys to the magical land of teaching
Bibliographic record
Abstract
This paper explores a small group of female student teachers’ experiences of learning through a pandemic. Students from the University of Dundee, Scotland and University Roma Tre, Italy participated in the award-winning eTwinning international Hands of the World (HOTW) project, which connects schools and universities across the world to undertake a wide range of educational collaborative work to develop their knowledge and understanding of intercultural education. One of the project activities required student teachers to share their experiences of learning to become a teacher in a pandemic, through a multimodal narrative that involved text, images and music. This study, therefore, examined student teachers’ narratives with a focus on how different aspects of the pandemic affected their studies alongside their mental well-being and the strategies students utilised to enable them to be successful. An explanatory design analysed students’ reflective narratives, which were publicly available on the projoect’s Padlet™ page. Data were analysed thematically with the themes, Transitions, Mental Wellbeing and Coping Strategies explored through the messages conveyed in the text, images and music. Our analysis enabled us to identify that at different stages of the pandemic, students experienced similar feelings and anxieties, and that a range of strategies were used that demonstrated resilience and determination to succeed. This paper proovides a small insight into the impact a pandemic has on student-teachers’ learning and well-being through a narrative storyline.
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How this classification was reachedexpand
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 | 0.000 |
| 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 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.013 | 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 teacher head, 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".