This paper reports the impact of a new Canada and China school network on its participating teachers in the context of the Canada−China Partnership Grant Project. Eight schools formed four pairs of sister schools, and teachers in these schools created collaborations embedded in their practices. The data include interviews of teachers and principals in both countries and records of teachers’ cross-cultural collaborations. Informed by the literature on teacher learning and professional learning communities, this paper shows benefits of international teacher communities. Also, it explores a new approach to research that features spatiality considerations reflecting a new trend in the comparative education literature. Focusing on teacher knowledge and practice, it shows reciprocal effects of collaboration in the international school network. Finally, this paper links the research results to the literature in a way that highlights the potential of international teacher professional learning communities and contributions of this kind of practice and research.

中文翻译：

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教师如何在互惠学习空间中学习和改变

本文报告了在加中合作资助项目的背景下，新的加中学校网络对其参与教师的影响。八所学校结成了四对姊妹学校，这些学校的教师在实践中建立了合作关系。数据包括对两国教师和校长的访谈以及教师跨文化合作的记录。根据有关教师学习和专业学习社区的文献，本文展示了国际教师社区的好处。此外，它还探索了一种新的研究方法，其特点是空间考虑反映了比较教育文献的新趋势。以教师的知识和实践为重点，展示了国际学校网络合作的互惠效果。最后，