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The investigation is grounded in prior work on international internships for preservice teachers and on service-learning experiences for university students. Questionnaire analysis identifies key professional themes: creating engaging safe learning environments, (over)planning for the unexpected, and teaching with and in front of others.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-as-learners-in-the-literal-field-results-from-an-international-service-learning-internship/594845/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-as-learners-in-the-literal-field-results-from-an-international-service-learning-internship/594845.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What professional growth themes emerged from the study?","Question",{"text":112,"@type":113},"Stories and accounts of professional growth centered on creating an engaging and safe learning environment, (over)planning for the unexpected, and teaching with (and in front of) others.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What personal growth themes did participants report?",{"text":117,"@type":113},"Participants described letting go of control, facing fears and anxieties outside their comfort zone, and recognizing privilege and the excess of possessions.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the international service-learning internship structured in Belize?",{"text":121,"@type":113},"It was a three-credit course requiring students to live and teach in a foreign environment and to lead a two-week summer program in a small rural Indigenous community, teaching multiple curriculum modules largely in outdoor settings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594845,1793041565,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teachers as Learners in the (Literal) Field: Results from an International Service Learning Internship  \nDaniel B. Robinson  \nSt. Francis Xavier University  \nIngrid Robinson  \nSt. Francis Xavier University  \nAndrew Foran  \nSt. Francis Xavier University  \nAbstract  \nThis 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.  \nKeywords: service learning, internship, teacher education, international  \nDaniel B. Robinson, PhD, is an Associate Professor and Chair of Teacher Education in the Faculty of Education at St. Francis Xavier University. His research interests include: culturally responsive pedagogy; school-based physical activity and wellness programming; and physical education teacher education (PETE) .  \nEmail: [drobinso@stfx.ca](drobinso@stfx.ca)  \nIngrid Robinson, PhD, is an Assistant Professor in the Faculty of Education at St. Francis Xavier University. Her research interests include: community experiences of newcomer youth; social studies education; and women and educational leadership.  \nEmail: [irobinso@stfx.ca](irobinso@stfx.ca)  \nAndrew Foran, PhD, is an Associate Professor in the Faculty of Education at St. Francis Xavier University. His research interests include: outdoor and experiential education; international field experiences; and phenomenological inquiry.  \nEmail: [aforan@stfx.ca](aforan@stfx.ca)  \nIn recent years, a number of teacher education programs have included international internships as a program possibility for pre-service teachers (Robinson & Bell, 2014; Stachowski & Sparks, 2007) . There have been a number of somewhat familiar rationales for the introduction of these sorts of international experiences. Some have been entirely program-driven while others have been, admittedly, financially driven. For example, some universities’ international internships have been introduced due to their teacher education programs’ contemporary focus upon multicultural and/or global education while others have been introduced due to less noble goals related to student recruitment (Baker & Giacchino-Baker, 2000; Pence & Macgillivray, 2008) .  \nAlmost as soon as these international internships began, some researchers predictably followed by investigating the impact of them upon pre-service teachers (see Black & Bernardes, 2014; Mwebi & Brigham, 2009; Villegas & Lucas, 2002) . The body of research literature related to these experiences is seemingly unequivocal. That is, though pre-service teachers experience both intended and unintended outcomes during international internships, these outcomes are almost wholly positive with markedly few negative ones (see Black & Bernardes, 2014; Mwebi & Brigham, 2009; Pence & Macgillivray, 2008; Robinson, Barrett, & Robinson, 2017; Robinson & Foran, 2017; Sahin, 20","cbCaivslEEpIvTLk","https://ap.wps.com/l/cbCaivslEEpIvTLk","pdf",389192,18,"English","# Abstract\n## International internships for teachers\n## The International Service Learning Internship in Belize\n## What Made This International Internship Service Learning?","[{\"question\":\"What professional growth themes emerged from the study?\",\"answer\":\"Stories and accounts of professional growth centered on creating an engaging and safe learning environment, (over)planning for the unexpected, and teaching with (and in front of) others.\"},{\"question\":\"What personal growth themes did participants report?\",\"answer\":\"Participants described letting go of control, facing fears and anxieties outside their comfort zone, and recognizing privilege and the excess of possessions.\"},{\"question\":\"How was the international service-learning internship structured in Belize?\",\"answer\":\"It was a three-credit course requiring students to live and teach in a foreign environment and to lead a two-week summer program in a small rural Indigenous community, teaching multiple curriculum modules largely in outdoor settings.\"}]","Teachers as Learners in the (Literal) Field - Results from an International Service Learning Internship | PDF",1792079950,45]