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.

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.

Pakistan and Norway entered into an agreement in 2005 to start a multi-sector Institutions Co-operation Programme. Oslo University College, Norway entered into a partnership with Institute of Education & Research (IER) University of Peshawar and The Aga Khan University - Institute for Educational Development (AKU-IED) to develop institutional capacity, particularly of IER-PU by (i) strengthening, planning and implementing educational programmes offered by IER-PU, and (ii) strengthening teacher education programmes for improving quality of education. This is the first tripartite partnership in higher education sub-sector, which has successfully completed three years. The partnership has provided an excellent opportunity for the faculty from the public and the private sector teacher education institutions in Pakistan to work collaboratively to improve education in Pakistan. This joint venture has lead to an idea of dissemination it the wider audience for which this book has been developed. This publication gives a full account of the abovementioned joint research studies focusing on teaching, learning, teacher education, education leadership and management, assessment practices, whole school improvement initiative.