This primarily theoretical-philosophical study is aimed at identifying the main principles according to which a globally relevant core curriculum for teacher education could be devised at a critical juncture in human history. In order to do that, a Weberian ideal type of the globally good teacher is outlined. The notion of the globally good teacher refers to a teacher role, with the salient associated principles and action capabilities that, by rational criteria, would be relevant to the developmental challenges and possibilities of humanity as an entity, would be acceptable in any societal context across the globe, and would draw on wisdom and knowledge from a broad range of cultures. Teachers as world makers, implying a teacher role which is based on the most salient task of a teacher being the promotion of societal transformation towards a new cosmopolitan culture, is suggested as the essence of the globally good teacher. Such a role is enacted in three main aspects of an inspiring driving force, a responsive explorer, and a synergizing harmonizer, each manifested in a set of guiding principles and an action repertoire. Though a theoretical construct, the ideal type of the globally good teacher is shown to have been instantiated in the educational practices of teachers and teacher educators, as well as in national and international policy documents. Based on the characterization of the globally good teacher, the main elements for developing a globally relevant core curriculum for teacher education are concluded to be transformativity, normativity, and potentiality. The study closes with a discussion of the strategic possibilities for bringing the ideal type of the globally good teacher to bear upon the discourses and practices of teacher education.

The study examines how a small-scale formative intervention and concepts from both activity theory and salutogenic perspective can be used to support teachers' transformative agency and school development work. The research questions have focused on capacity for change, sense of coherence (SOC) and the significance of local conditions for change initiatives.  The theoretical and methodological framework in the study stems from third generation activity theory and salutogenic perspective. The study has a qualitative approach and was conducted through a formative intervention with six teachers, in collaboration with a municipal secondary school. Data have been collected through participant observation, reflection logs and semi-structured interviews, and processed through thematic analysis based on the theoretical standpoints. In addition, the studied school and the intervention group have been analysed as two interacting activity systems. The results show that the prevailing conditions of the individual school greatly affect development initiatives and change processes, as well as the teachers' transformative agency. Furthermore, it appears that emotional aspects and intra- and interpersonal factors have a significant impact on the actions of both teachers and school management. The results also suggest that the SOC concept can be incorporated in formative interventions, both as a facilitating instrument and as a secondary stimulus. / I studien undersöks hur en småskalig formativ intervention och koncept från både aktivitetsteori och salutogent perspektiv kan användas för att stödja lärares transformativa agentskap och skolans utvecklingsarbete. Forskningsfrågorna har fokuserat på förändringskapacitet, känsla av sammanhang (KASAM) och de lokala villkorens betydelse för förändringsinitiativ. Studiens teoretiska och metodologiska ramverk utgår från tredje generationens aktivitetsteori och salutogent perspektiv. Undersökningen har en kvalitativ ansats och genomfördes inom ramen för en formativ intervention med sex lärare, i samarbete med en kommunal högstadieskola. Data har samlats in via deltagande observation, reflektionsloggar och semistrukturerade intervjuer, och bearbetats genom tematisk analys utifrån de teoretiska utgångspunkterna. Därtill har den studerade verksamheten och interventionsgruppen analyserats som två interagerande aktivitetssystem. Resultatet visar att den enskilda skolans rådande villkor i hög utsträckning påverkar utvecklingsinitiativ och förändringsprocesser, liksom lärarnas transformativa agentskap. Vidare framgår att emotionella aspekter och intra- och interpersonella faktorer har en betydande inverkan både lärarnas och skolledningens agerande. Resultatet tyder också på att KASAM-konceptet kan inkorporeras i formativa interventioner, både som ett möjliggörande instrument och som sekundär stimulus.