ABSTRACT
The term glocalization, popularized by sociologist Robertson in the 1990s, emphasizes that the globalization of a product is more likely to succeed when the product or service is adapted specifically to each locality or culture it is marketed in. The sociocultural perspective has validated the conception of teachers as socioprofessionals, whose learning and knowledge are embedded in their participation in social practices. Freeman and Johnson’s tripartite framework reflects the notion of teacher’s knowledge as knowledge of practice, in which the positioning of "inquiry as stance’’ is central. Human agency is inherent in the premise that teacher knowledge and learning are context-bound and embedded in their social practices, in particular the acknowledgment that teachers are key players in their own learning and construction of knowledge. Activity theory maps the social influences and relationships involved in networks of human activity, namely the broader network of social, cultural, and historical macrostructures that shape the activity.
