Teacher Development and Teacher Education in Developing Countries

This book contributes to understanding of how individual teachers in developing countries grow and evolve throughout their careers. Based on the analysis of 150 autobiographies of teachers from a range of regions in the developing world including Central Asia, South Asia, East Africa and the Middle East, the author celebrates individual teachers' voices and explores their narratives. What can these narratives tell us about 'becoming' and 'being' a teacher, and the process of teacher development? What is different about 'becoming' and 'being' a teacher in the developing world? By analysing the distinct narratives, the author explores these central questions and discusses the implications for further teacher development and education in these regions. In doing so, she transforms teachers' embodied knowledge into public knowledge, shining a light onto the challenges they face in the Global South and exploring how research can be advanced in the future. This uniquely researched book will be of interest and value to students and scholars of education in the developing world.

Analyses 150 autobiographies of teachers based in the Global South Questions what these narratives can tell us about the process of becoming and being a teacher Explores the unique aspects of being a teacher in this part of the world Discusses what impact these narratives can have on future research

Autorentext
Ayesha Bashiruddin is an independent educational consultant currently based in Miami, USA. Her primary research interests concern narratives of self, teacher education and teaching pedagogies in higher education.

Zusammenfassung
Based on the analysis of 150 autobiographies of teachers from a range of regions in the developing world including Central Asia, South Asia, East Africa and the Middle East, the author celebrates individual teachers' voices and explores their narratives.

Inhalt
Chapter 1. Beginning: An Introduction.- Chapter 2. What do the narratives tell us about the meaning of 'becoming' a teacher?.- Chapter 3. What can we learn about 'being' a teacher and what is the process of teacher development from the narratives?.- Chapter 4. How did these teachers develop professionally after joining the profession of teaching?.- Chapter 5. What is the difference between 'becoming' and 'being' a teacher in the developing world and the developed world?.- Chapter 6. What are the implications for teacher development and teacher education in developing countries? A way forward.