This paper draws on a cross-national study1 of definitions of teachers' professional knowledge. The
paper seeks to link what has been revealed about international influences and trends to the broader
literature on the processes of globalisation and internationalisation. The concepts of 'glocalization'
and 'vernacular globalisation' are critically reviewed in the light of the emergent findings. Six emergent
themes are identified that form a typology through which teacher education systems may be
categorised. These themes enable us to clarify both global trends and local distinctiveness within the
systems under review.