ABSTRACT
Despite increasing efforts, investment, and support by external funding agencies, teacher training remains one of the biggest challenges in many developing nations (Banks, Moon, & Wolfenden, 2009; Moon, 2007; Dembélé & Bé-Rammaj, 2003). This is likely to ‘become greater’ as countries move towards achieving the Education For All (EFA) targets (Lewin, 2002). Few would contest that countries “that have achieved high learning standards have invested heavily in the teaching profession” (UNESCO, 2005, p. 3). However, while many countries would aspire to achieve the ‘high learning standards’, few may either have the means or the priority to make the investments required to develop their teachers’ professional capacity.
