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. Gerry Czerniawski analyzes the impacts on teacher identity formation by national pedagogic traditions, national policy contexts and institutional settings.

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

"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