Teachers as Students in the (Literal) Field: A Service-learning Internship within a Developing Nation

Abstract

This paper provides an account of a recent research study that investigated an international field experience—labelled as a service-learning internship—for in-service teachers. Relying upon what we know to be the advantages and benefits of similar international field experiences for pre-service teachers to frame our investigation, we explored the impact upon in-service teachers, particularly as they relate to both professional and personal growth. Analysis of questionnaire responses revealed several prominent themes. Stories and accounts of professional growth were related to: 1) creating an engaging and safe learning environment, 2) (over)planning for the unexpected, and 3) teaching with (and in front of) others. Stories and accounts of personal growth were related to: 1) letting go of control, 2) facing fears and confronting anxieties outside of one’s comfort zone, and 3) recognizing privilege and the excess of possessions. Results from this study might be of interest to those who similarly share an interest in international field experiences, service-learning, in-service teacher education, and international or global education.