Teacher Development and Teacher Education in Developing Countries

On Becoming and Being a Teacher

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education, Educational Psychology
Cover of the book Teacher Development and Teacher Education in Developing Countries by Ayesha Bashiruddin, Palgrave Macmillan UK
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Author: Ayesha Bashiruddin ISBN: 9781349953639
Publisher: Palgrave Macmillan UK Publication: June 7, 2018
Imprint: Palgrave Macmillan Language: English
Author: Ayesha Bashiruddin
ISBN: 9781349953639
Publisher: Palgrave Macmillan UK
Publication: June 7, 2018
Imprint: Palgrave Macmillan
Language: English

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.  

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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.  

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