Defining teachers’ professional knowledge: the interaction of global and national influences
This paper draws on a cross-national study of definitions of teachers’ professional knowledge. The paper seeks to link what has been revealed about international influences and trends to the broader literature on the processes of globalisation and internationalisation. The concepts of ‘glocalization’ and ‘vernacular globalisation’ are critically reviewed in the light of the emergent findings. Six emergent themes are identified that form a typology through which teacher education systems may be categorised. These themes enable us to clarify both global trends and local distinctiveness within the systems under review.