Teachers as Learners in the (Literal) Field: Results from an International Service Learning Internship

This article provides an account of a recent research study that investigated an international service learning internship for in-service teachers. Relying upon what we know to be the advantages and benefits of somewhat similar experiences (i.e., international internships for preservice teachers, internships for in-service teachers, and service learning opportunities for university students) 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 a number of prominent themes. Stories and accounts of professional growth were related to: (a) creating an engaging and safe learning environment, (b) (over)planning for the unexpected, and (c) teaching with (and in front of) others. Stories and accounts of personal growth were related to: (a) letting go of control, (b) facing fears and confronting anxieties while outside of one's comfort zone, and (c) recognizing privilege and the excess of possessions. Results from this study might appeal to those who similarly share an interest in international service learning internships, service learning generally, international internships, in-service teacher education, and/or international or global education.