This book seeks to raise the discussion of globalisation's effects on teacher education, development and work, and its reforms and institutions, to a more theoretical and analytical level, and to provide specific examples in the comparative tradition to illustrate teacher policy in the context of education systems' widespread variability and complexity. The contributors critically analyse current arrangements in teacher education, development and work, and highlight the forces that enter in this contested terrain, the sources of conflict and convergence, and the implication of these for teaching and learning, and for indigenous forms of knowledge and knowledge construction in the globalisation era. Following an introduction, International Comparisons and the Global Reform of Teaching by Maria Teresa Tatto, the book is divided into two parts. Part I, Reforms Emphasising Increased Control over Teachers' Work and Performance, includes: (1) Dilemmas in Reforming China's Teaching: Assuring "Quality" in Professional Development (Lynn Paine and Yanping Fang); (2) The Impact of Global Tendencies on the German Teacher Education System (Sigrid Blomeke); (3) The Influence of the World Educational Changes on the Teacher Education System in Bulgaria (Kiril Bankov); (4) Ontario, Canada: The State Asserts Its Voice or Accountability Supersedes Responsibility (Allan Pitman); and (5) The New Accountability and Teachers' Work in Urban High Schools in the USA (Dorothea Anagnostopoulos). Part II, Reforms Emphasising Teachers' Professional Knowledge and Discretion, concludes with: (6) Mexico's Educational Reform and the Reshaping of Teachers' Development and Work (Maria Teresa Tatto, Sylvia Schmelkes, Maria del Refugio Guevara, and Medardo Tapia); (7) Teachers and Accountability: The Case of Chile (Beatrice Avalos); (8) Teacher Accountability and Curriculum Reform in Japan: An Analysis of the "Rainbow Plan" (Anne M. Hooghart); (9) Teacher Education and Accountability Policies for Improving Teaching Quality in the Philippines (Clementina Acedo); and (10) Accountability in the Context of Teacher Empowerment: The Guinean Experience (Martial Dembele and John Schwille). "Conclusion: The Dynamics of Global Teaching Reform" (Maria Teresa Tatto and David Plank) is also provided.