ABSTRACT
A thematic analysis is needed to attempt a valid comparative study showing the complete pattern of practice adopted and the impact of any changes that might be introduced. Such an analysis will examine in detail the discrete components which make up the teacher-preparation courses being looked at and their separate development before comparing their relation and relevance to each other. If lessons are to be drawn, these developments must be seen embedded in their respective socio-cultural contexts and checks made for similarities in the contexts of the other sets compared.
