This thesis investigates contemporary initial teacher training reforms in Egypt within a comparative and historical context. It pays close attention to the division between primary and secondary teachers as this is located at the heart of reform processes. To achieve this, it reflects on the experience of England, France and the United States, to identify lessons learned in teacher training reform that could be applied or avoided in order to enhance initial teacher education in Egypt. The thesis reviews reform efforts based on policy decisions and educational practices that have taken place in initial teacher training in Egypt, in particular contemporary changes. It examines the nature of these reforms and how far they have been successful in achieving their aims. It also interprets these changes more fully by listening to the voices of those involved in the system. The comparative and historical analysis of reform processes in teacher training in the case studies and Egypt has shown a common pattern of restructuring rather than values and principles. In particular, Egypt has shown an interest in reforming initial teacher education that bears comparison with the reform experience that has been carried out in England, France and the United States. Structural aspects of the system of teacher education are usually taken as an indicator of the success of the policy and practice of teacher education. This thesis suggests that more attention should be given to the underlying values and principles of initial teacher education in Egypt rather than only the structural aspects of the system. A social reconstructionist approach to teacher education may help to promote a better future for teachers in Egypt.