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

Autor/inn/en	Robinson, Daniel B.; Robinson, Ingrid; Foran, Andrew
Titel	Teachers as Learners in the (Literal) Field: Results from an International Service Learning Internship
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 28 (2019) 2, S.64-81 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	Service Learning; Internship Programs; Inservice Teacher Education; Faculty Development; Individual Development; Graduate Students; Developing Nations; Foreign Countries; Summer Programs; Rural Areas; Outdoor Education; International Cooperation; Maya (People); Children; Adolescents; Belize; Canada + Suchen Sie Ihr Suchwort? Service-Learning; Berufspraktische Ausbildung; Lehrerfortbildung; Individuelle Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Developing country; Developing countries; Entwicklungsland; Ausland; Sommerkurs; Rural area; Ländlicher Raum; Freiluftunterricht; Internationale Kooperation; Internationale Zusammenarbeit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kanada
Abstract	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. (As Provided).
Anmerkungen	Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01