The purpose of this study is to explore teacher education policies in different countries of Latin America and North America through the comparison of policy documents. The training of teachers, a key component of education, faces educational challenges as a result of various reform policies in different countries. Critical discourse analysis offers the possibility of illuminating certain aspects of educational policies in specific historic moments. A comparative perspective allows researchers to explore similarities and differences between political statements from a number of governments and agencies, in order to characterize general elements and particularities of teacher education policies in the context of late capitalism. The corpus of this study consists of a selection of recent educational policy documents at national and international levels. This study continues a line of previous studies which apply critical discourse analysis to the research of educational policies.