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Editor’s Introduction: Understanding Cross-National Differences in Globalized Teacher Reforms

We have observed a global focus on improving teacher quality through reforming teacher education, certification, recruitment, and evaluation during the past two decades. Previous single country studies have documented the focus, design, and implementation of teacher reforms in various national contexts, yet few studies systematically analyzed what explains the cross-national difference in how a national, federal, or state government develops and implements a teacher reform influenced by global dynamics. This article presents a conceptual framework to understand how this cross-national divergence emerges within a global convergence on reforming teachers and their work to guide the future research. The author argues that this divergence is a result of collective sensemaking, negotiation, and contestation over a “teacher quality” problem and the solution among policy actors at national and local levels, which are influenced by global dynamics but occur within nation-specific teaching and policy environments.