Description:
Examines in-service teachers' cross-cultural professional learning, bringing professional learning communities (PLC) research into the international setting, and integrating a comparative education lens into the investigation of international teacher communities
Discusses impact of the nascent Canada-China school network on teacher knowledge, practice, motivation to participate, and cosmopolitan professional identity
Argues for the promise of reciprocal learning space and presents a model meant to improve the practice of internationally networked PLCs (INPLCs) and enhance the research on INPLCs from a reciprocal learning lens
