While globalization has had tremendous influence on the world of teaching, national cultural traditions continue to influence systems of schooling, national curricula, and teachers’ values and classroom practices. This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Utilizing interview data from teachers within the social democratic traditions of Norway, the ‘corporatist welfare’ regime seen in Germany and the more individualised, market-led approach to education adopted in England, the book highlights the extent to which teacher identity formation is impacted by national pedagogic traditions, national policy contexts and institutional settings. The study examines the convergence and divergence between the three systems and their culturally specific settings. Students and scholars in the fields of Education Studies, Teacher Education and Training, and Comparative Education will find this book a fascinating and important read.
1. Introduction 2. The Impact of Globalisation on National Educational Contexts 3. Teachers’ Values 4. The Construction of Teacher Identities 5. Teachers Talking About Their Classroom Practice 6. Constructing and Deconstructing the Teacher’s Role 7. The Monitoring of Teachers 8. Opportunities for Professional Development 9. The Significance of Others 10. Conclusion
Biography
Gerry Czerniawski is senior lecturer in Education at the University of East London.
"The book thus proffers a much needed impetus for developing a more differentiated, critical understanding of the way in which the phenomenon of globalisation impacts (or not) on teachers’ socialisation process at the beginning of their careers and the degree of agency that it allows them in the development of their professional values and beliefs. As such, it makes a valuable contribution to the area of teacher socialisation and identity formation and may provide an excellent point of departure for further cross-cultural comparative studies. I would, therefore, like to recommend this book to all those with an interest in teacher education and development, be it as policymakers, university tutors or school-based practitioners."—British Journal of Educational Studies
"In this well-written and informative book, Gerry Czerniawski convincingly argues that globalisation does not necessarily homogenise the professional identities of teachers…Student teachers, qualified teachers, teacher educators and educational policymakers clearly have much to learn from this work."—Journal of Education Policy
