This chapter discusses the narratives of four experienced teachers working in two contrasting national contexts: two in England and two in Denmark. Their stories, despite a congruence of aims and ambitions, illustrate the existence of deep-rooted, cultural understandings which continue to influence current education policy and practice. It is argued that such knowledge is important in informing the policy making process if unintended consequences are to be avoided.
|Translated title of the contribution||Conversations across cultures: becoming and being a teacher in England and Denmark|
|Title of host publication||Narrative Research on Learning: International and Comparative Perspectives (Bristol Papers in Education)|
|Pages||145 - 165|
|Number of pages||20|
|Publication status||Published - 2006|