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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 Gerry Czerniawski is Reader in Education at the University of East London, UK.　His current professional practice as a teacher educator builds on a background of in-service training for teachers and a former role as a programme manager for staff development in an inner-city sixth form college in London. He is an author of numerous books and articles supporting the continuing professional development of teachers.　 In 2012 , Gerry was awarded a National Teaching Fellowship from the Higher Education Academy. He sits on the Council for the British Educational Research Association (BERA).　 \"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

Many countries in the \"developed world\" are engaging in what has been described as a \"systemic\" reform of their education systems, due in part to the competitive economic pressures of globalisation. Much literature has been generated about globalisation, exploring the dynamic interrelationship said to exist between economic convergence and integration, education systems, institutions and social actors at local levels. Explanations that connect the processes of globalisation to what takes place in the classroom abound. This article problematises such overly deterministic themes in the literature on globalisation as applied to the teaching profession in which a convergence and homogenisation of the profession are implied. It focuses on the early experiences of 32 newly-qualified teachers in Norway, Germany, and England and is part of a more extensive study that posed three research questions: (1) What values do \"becoming\" teachers hold in relation to their proposed occupation?; (2) What similarities and differences in teachers' values are evident in the three national settings under examination?; and (3) What part is played by national pedagogic traditions, national policy contexts and institutional settings in the changing values of newly-qualified teachers? Based on a grounded analysis of interview data with teachers at the end of their teacher training courses and throughout their first two years as qualified teachers, the study shows how their professional values are mediated in different ways through key values surrounding the process of becoming a teacher. The article emphasises the role of the institutional setting and individual agency in professional identity formation that other literature has glossed over when addressing theories of globalisation. The article first examines some of the value ambiguities, tensions, conflicts and dilemmas that many writers argue make up this most dramatic period of teachers' careers. After presenting the methodology used in the study, aspects of similarity and difference, convergence and divergence between the three education systems are then used to focus on generic as well as culturally specific issues raised by some of the interview extracts. These extracts reveal important similarities and differences between the teaching profession in the three countries under examination. (Contains 1 figure and 4 tables.)

This thesis examines the values that ‘becoming’ teachers in three different national contexts have identified as central to their professional identity. This examination takes place against the background of globalisation theories that argue there is convergence within the teaching profession. The thesis is based on a grounded analysis of interview data with thirty-two teachers from Norway, Germany and England as they moved through the process of becoming teachers from the end of their teacher training courses into the first two years as qualified teachers. The thesis contests the over determinism found in many theories of globalisation which argue that, because of the existence of global economic markets, a convergence of the professional identities of teachers is taking place. It argues that by focussing more closely both on the ‘global’ and the ‘local’ we uncover different stories, histories and cultures. By examining more closely the national contexts and the institutional settings in which teachers work notions of the possible convergence of professional identities of teachers can be contested. The study achieves this by showing how the professional values of these newly qualified teachers are mediated in different ways through the situatedness of key values surrounding pedagogy, organisation structures, and becoming a teacher. In so doing it emphasises the role the institutional setting plays within professional identity formation in ways that other writers have ignored when addressing theories of globalisation.

This book investigates the interplay between the grounded experiences of newly qualifi ed teachers in three different locations and arguments related to globalisation. It explores and problematises overly deterministic themes within the literature on globalisation as applied to the teaching profession in which a convergence and homogenisation of the profession is implied (e.g., Ritzer 1993; Chappell 1998; Ball 1999). The emergence of this literature coincides with a European Agenda (European Commission 2005) for teacher mobility across all European countries. This one-size-fi ts-all agenda is problematic for the teaching profession. Differences in the constellations, confi gurations of infl uence, and patterns of relationships are suffi cient to ensure that, as an experience, learning to become a teacher can differ considerably for different individuals even within broadly similar contexts and settings. The diversity of routes into teaching increases as teacher education institutions in many countries experience increasing levels of accountability for their students. There is an irony here in that many of these same national governments simultaneously set up and encourage alternative ‘fast-track’ pathways into teaching (Townsend and Bates 2007).

This chapter examines the impact of globalisation on national educational contexts. It draws attention to arguments that imply a convergence in education and, consequently, within the teaching profession in light of neoliberal reforms said to be setting the international policy agenda for education (Stephens, Tonnessen, and Kyriacou 2004). Key themes that emerge within the literature surrounding globalisation are discussed regarding their relevance to the emerging teachers in this study. This chapter introduces the reader to key discussions regarding the nature of globalisation that are signifi cant to this book before reviewing recent policy developments in education relevant to the teachers in this study. The chapter describes the education systems in Norway, Germany, and England and provides an overview of teacher training in the three countries under examination.

Due to the organisational structures in place in Norwegian schools (see Chapter 6), the variety and frequency of relationships with other members of staff within the institutions in which teachers work are signifi cantly less than those in both Germany and England. Furthermore, we have also seen how there is little in the way of outside institutional involvement that teachers can take part in. This means the values of teachers in Norway are mediated by fewer immediate ‘signifi cant’ and ‘generalised’ others than, for example, in the English school setting. However, this does not mean that the infl uence on these teachers’ values is any less signifi cant.

Teaching roles are constructed by key policies, discourses, and values that are located within the countries, societies, and institutions in which teachers work. In this chapter, we see how teachers are aware of the way teaching is constructed in their own societies and, during the course of these interviews, how they as teachers deconstruct these roles. In so doing, the chapter explores what similarities and differences in values are evident within the three national settings with a particular focus on what the respondents value as central to their role of being a teacher. The chapter is arranged, in order, around the dominant themes about the role of the teacher that emerged from coding the data. These include teacher as ‘friend’ and ‘carer’ in Norway, as ‘subject specialist’ and ‘benign authoritarian’ in Germany, and ‘carer’ and ‘strong authoritarian’ in England.

In this chapter, I examine some of the values that ‘becoming’ teachers in this study hold in relation to their proposed occupation. Different values about teaching and learning are discussed by teachers operating within the institutional settings and national contexts where pedagogic traditions refl ect where they are located. These discussions reveal tensions and ambiguities as the experiences of these teachers mediate what they think and say about teaching. The chapter is divided into four sections that look at teachers’ refl ections on teaching and learning in Norway, Germany, and England followed by a discussion of the data presented.