ABSTRACT Teachers who participate in learning and teaching abroad enhance their intercultural competence, develop more globally informed and critical perspectives on education, and improve their foreign language and teaching skills. However, most of the research on teacher study abroad has been conducted with pre-service rather than in-service teachers. To address study abroad designed for working teachers, this study analyzes a month-long, instructor-led program in San José, Costa Rica in which 10 primary and secondary in-service teachers of English as a Second Language (TESOL) from New York City volunteered as English teaching assistants. Participants also engaged in Spanish language learning both formally through university coursework as well as informally through homestay. A conceptual framework for the design of such programs is suggested, drawing on the literature on teacher study abroad and transformative learning theory, with implications for the personal and professional learning of in-service teachers.

中文翻译：

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通过国际服务学习为在职教师提供变革性的专业发展

摘要参加国外学习和教学的老师们将提高他们的跨文化能力，在教育上发展更具全球性的知识和批判性观点，并提高他们的外语和教学技能。但是，大多数有关出国留学的研究都是在职教师而不是在职教师进行的。为了解决为在职教师设计的出国留学问题，本研究分析了在哥斯达黎加圣何塞进行的为期一个月的讲师指导计划，其中有来自纽约市的10名中小学英语作为第二语言的在职教师自愿担任英语助教。参与者还通过大学课程以及通过寄宿家庭非正式地从事西班牙语学习。建议设计此类程序的概念框架，