Global experiences are a significant form of professional development for teacher education faculty preparing teachers to support twenty-first-century diverse classrooms. This case study examined the international professional development (IPD) experiences of teacher education faculty
at a Chinese university as involving personal-professional, researcher-practitioner, and aesthetic-pragmatic development. Faculty interviews, courses, and publications evidence challenges met and strategies for integrating global and local (glocal) identities, values, and practices –
abroad and upon returning home. A Confucian ren as social benevolence and de as virtuous introspection served as a form of faculty agency in bridging the global and the local to bring new perspectives to home institutions, while maintaining an integrated
sense of glocal identity. Implications for teacher education practice, policy, and research encourage IPD cultivating a ren-de agency via glocal collaborations.
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