Introduction

A number of recurring themes, identified in the earlier contributions to this book, are of particular importance to any discussion of teacher education and development. The first is that the scale of need goes beyond the capacity of existing teacher education institutions in most, if not all, developing countries. This challenge has been apparent for some while and, as the case studies in Section 2 illustrate, a number of governments have been intervening to provide new modes of provision. A second theme is the importance of in-service professional development to improve the effectiveness of teachers. Here the evidence about good quality teaching is becoming compelling. Again these are ideas that have circulated for some time. Successful teachers use specific pedagogic strategies that engage children more actively in the learning process. Qualifications do not guarantee the use of such strategies. Content mastery also appears important, although only very limited opportunities to develop this aspect of education and training exist.