This study is an examination of the current National Policy Frameworks for Teacher Education (Initial Training) forlower secondary school teachers in South Africa and Sweden. Comparing texts might lead to new understandings of the texts themselves and reveal differences between the social values held by cultures and nations, in this case inrelation to the teacher profession. This is especially interesting as the teacher profession are being challenged by globalisation and neo-liberal policies all over the world. Using a critical discourse analysis approach, we examine the forms and the general constructions of the texts and look for words and phrases that reveal the texts' attitudes to teachers, teacher education and the teacher profession. We also critically explore discourses in these texts on gender, ethnicity and sexuality drawing on an intersectional framework for analyses