Teacher Reciprocal Learning in International Professional Communities Between Ontario and Shanghai Schools

This study investigates teachers’ cross-cultural professional learning in an emerging Canada-China school network that involved Ontario and Shanghai educators. Drawing on the literature of teacher learning in professional learning communities (PLCs), particularly networked PLCs, this study sheds light on teacher learning and its supportive conditions in the international setting. The educators who participated were interviewed while observational data about their cross-cultural collaboration were collected over a period of two years. This exploratory comparative study concluded with a tentative model for teacher reciprocal learning in internationally networked PLCs (INPLCs) in light of empirical data in order to stimulate future research and practice. The data shows that thematic activities and videoconferences helped teachers collaborate and learn in these INPLCs. The teachers mutually benefited from these interactions although they also encountered some setbacks associated with the international exchange. The data validates that these teachers’ learning experiences impacted their knowledge, practice, professional identity, and motivation to participate. This study also identifies six within-school and six within-network supportive organizational conditions. Based on these findings and the knowledge from the literature, suggestions are made to further develop the nascent Canada-China school network in a hope of bringing about more teacher learning. This study joins the research on international school partnerships or networks that are possibly conducive to student growth, teacher learning, and school development. Overall, this exploration reveals that given right organizational conditions it is possible to create an effective reciprocal learning space involving school educators from two places that differ educationally, culturally, and historically. Meanwhile, this study shows the potential of one comparative education that features participants’ direct interaction. With the evidence of in-service teachers’ cross-cultural professional learning in the context of Ontario and Shanghai education, it demonstrates a way of research that investigates and compares participants’ interactions and reciprocal learning in the international setting.Ed.D