Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?

This article discusses common geopolitical issues, such as globalisation, decolonialisation, and economic pressure that affect the development of teacher education policy in England, Canada, South Africa, New Zealand, Russia, Israel, Jamaica, Portugal, Japan, Poland, and China. It goes on to describe these nations’ responses to these pressures and the challenges that they have and continue to face in developing their teacher education systems and building the profession. The article concludes with consideration of the ongoing struggle for the soul of teacher education, especially in England.