Emerging Teachers and Globalisation

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).

• 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