Abstract
This paper details a project that sought to understand the benefits of Australian pre‐service teachers undertaking an overseas teaching professional experience in Fiji. Using the language of the pre‐service teachers who took part in this program led to the dataset being re‐viewed through the lens of ‘sensemaking theory’. This reviewing and methodological sieving of the data through this theoretical portal revealed a set of principles that gave greater insight into how these forms of teaching experiences enhanced personal and professional reflection that is far different from the typical domestic teaching professional experiences routinely offered. It also revealed the nature and power of personal reflection when conjoined with social interaction.
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