44 · Cover Photo 15. A student teacher doing physical education with pupils. The analyses will therefore focus on informal as well as formal learning processes; on seeing students both as persons and as subjects in social structures of power and conflict, which transform them in different ways; it will focus on learning as social and generated by power, and therefore not only cognitive, individual, and conscious; and it will focus on becoming as both personal and collective transformation, so students become both someone and somebody compared to the different social groups and morality systems that they belong to; and on learning and becoming as something that differs according to students’ positioning and membership in social groups, since the field of TTC has different learning settings and students relate to them in different ways. Issues of comparison: Exploring teacher education Evans-Pritchard presumably once said, ‘There is only one method in social anthropology, the comparative method – and that is impossible!’ (cited in Peacock, 2002, p. 44). There is little agreement in what might constitute the comparative method in anthropology and the many variables involved in making comparisons (Moore, 2005, pp. 2–3). Still, this book takes on the impossible mission of finding out how students become teachers in Kenya through exploring and comparing three diverse cultures of teacher education and what they mean for student teachers’ socio-psycho-cultural becoming. The larger picture to be drawn is, however, to find out more about what the process of becoming a professional