Introduction.- Learning to work, working to learn: using immersion experiences to guide culturally oriented mathematics instruction.- Being and becoming a facilitator in an online work-integrated learning excursion for future super teachers.- A self-study from the work integrated learning trenches: the achilles heel stories.- Integrated stem in the forest.- Learning through teaching: a year in an all-girls engineering class.- First-year student teachers’ experiences of an excursion programme underpinned by a pedagogy of playful learning to foster active and critical learning.- The convergence of design thinking and work integrated learning to nurture and develop student innovation.- Children’s participation in work integrated learning.- East African excellence in human values in the trenches.- The unlimited benefits of work-integrated learning: reflections, shifts, and transformations by an educational leader.- English mathematics.- Full circle: a personal journey of education and discovery in work-integrated learning.- Work integrated learning in online teaching and learning environments.- Reflective practice as a mechanism for professional development: a narrative inquiry.- Exploring frames that provide opportunities for learning by teaching, learning by reflecting and learning by collaborating: case studies of pre-service teachers.- Personal, pedagogical and political narratives: re-imagining work integrated learning teacher education programs for a post-apartheid South Africa.- Variations in South African novice teachers’ lived experiences and reflections on work integrated learning approaches to problem solving in Euclidean geometry.- Work-integrated learning and self-directed professional learning in a rural setting: what do pre-service English fal teachers need from their mentor teachers?.- Self-directed learning as a social justice transformative leadership strategy for higher education.

This edited volume explores the power of educators' work-integrated learning experiences as transformative narratives, transcending classroom boundaries. Through critical reflection and storytelling, teachers share their personal journeys across diverse cultural contexts, offering fine-grained descriptions of their growth and development. Drawing on the belief that storytelling serves as a meeting ground for culture, cognition, and emotions, educators narrate their encounters and immerse readers in “glocal” realms. This book celebrates the immersion and excursion stories that shape educators' lived experiences and personal histories, illuminating how this knowledge can inspire highly impactful classroom practices for all students. This volume is intended for in-service and pre-service educators, teacher educators, school administrators, as well as undergraduate and graduate students in Social Sciences and Humanities. Its primary goal is to delve into educators' stories as they engage in work integrated learning programs across diverse global-local contexts.

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