ABSTRACT
This is the second chapter in Part I ‘Learning to teach: theory, methods and contexts’. The chapter describes the socio-cultural and policy perspectives used as a framework for the study reported in this book. These socio-cultural and policy approaches are useful in analysing the evolution of teacher education policy, and in helping to make sense of key policy decisions including the rationales advanced for the growing diversification of routes to becoming a secondary teacher in England and the United States.
