ABSTRACT
This is the second chapter in Part II ‘Case studies of learning to teach in specific contexts’. Through its case studies this chapter illustrates the first typology described in Chapter 2, resulting from a combination of a socio-cultural approach to the social situation of development with a sociological concern to understand institutional practices and the particular forms of pedagogic discourse operating within them. The first typology is characterised by essential alignment at the macro and meso levels, with few apparent contradictions, either horizontally or vertically. This kind of alignment was relatively rare, although we found examples of it in England and in the United States and on both traditional and alternative routes into teaching.
