This paper draws on two recent studies carried out by the authors and their colleagues (Tatto et al, 2018; Mutton et al, forthcoming), both of which adopt an explicitly socio-cultural methodology. In terms of the paradigms identified in the literature review discussed in the first paper of this Symposium, this corresponds with a strong focus on 'learning and teaching'. However, the work also draws on the neo-institutionalist strand of literature and indeed may claim simultaneously to incorporate a critique of current globalising processes. We will show that by employing such a socio-cultural approach it is possible to generate powerful theoretical insights with important implications for policy and practice. The paper thus reviews recent and current changes in English teacher education and sets this in the wider context of the UK (drawing on and building upon Teacher Education Group, 2015, and Menter et al, 2010) and internationally (building on Peters, Cowie and Menter, 2017, and Tatto and Menter, forthcoming). On this basis, we show that against the backdrop of a growing crisis in teacher supply and the intensification of teachers' work, English teacher education has developed in a manner that exemplifies what Rizvi and Lingard (2010) have called 'vernacular globalisation'. It is thus possible to detect the influence of global forces in the reshaping of policy yet these pressures are strongly remodelled by the determination of English politicians to create an education system in their own ideological image, which continues to be heavily 'anti-intellectual' and based on 'good practice' while marginalising 'subversive theory'. It is no coincidence that the painful process of extracting Britain from the European Union is part of the backdrop to these developments.

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