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.