This paper examines the construction of teachers’ professional identities and the role of teacher formation and development, looking across the
policies and contexts shaping that in seven different jurisdictions: Berlin (Germany), Chile, Kenya, Ontario (Canada), Scotland, Singapore and
Sweden. We explore the relationships between factors which governments and professional associations in those countries believe are most
influential, and focuses in-depth on those relating to teacher education, and development. The paper is based on a study carried out for
Education International (EI), the world’s largest federation of unions. The paper contains a comparison of approaches to teacher formation,
development and some of the intersections with accountability, across the seven case study systems.
