Beginning: An Introduction

  • Ayesha Bashiruddin


This introductory chapter first describes the number of teachers and context of the teachers who participated in writing narratives. Next it introduces the context of the developing world and provides a theoretical framework of “becoming” and “being” a teacher. Then it describes how the narratives of the teachers were generated by engaging M.Ed. course participants in writing narratives in the core course “Teacher Learning”. Next, it describes how these narratives were analyzed using thematic analysis and how they are represented in this book. The chapter also sheds light on the importance of introducing narratives of self in the teacher education programs, which was a methodological and pedagogical endeavor in the developing world context. It also discusses the significance of the book. Finally, it details questions that each chapter discusses.


  1. Akyeampong, K., Pryor, J., & Ampiah, J. G. (2006). A vision of successful schooling: Ghanaian teachers’ understandings of learning, teaching and assessment. Comparative Education, 42(2), 155–176.CrossRefGoogle Scholar
  2. Alvi-Aziz, H. (2008). A progress report on women’s education in post-Taliban Afghanistan. International Journal of Lifelong Education, 27(2), 169–178.CrossRefGoogle Scholar
  3. Bashiruddin, A. (2002). Seasons of my learning. In J. Edge (Ed.), Continuing professional development. Some of our perspectives (pp. 104–114). Kent: IATEFL Publications.Google Scholar
  4. Bashiruddin, A. (2006). A Pakistani teacher educator’s self-study of teaching self-study research. Studying Teacher Education, 2(2), 201–212.CrossRefGoogle Scholar
  5. Bashiruddin, A. (2007). Becoming a teacher educator: A female perspective. In R. Qureshi & J. F. Rarieya (Eds.), Gender and education in Pakistan. Karachi: Oxford University Press.Google Scholar
  6. Bashiruddin, A., & Retallick, J. (Eds.). (2008). Becoming a teacher in the developing world. A monograph. AKU-IED Publications. Retrieved from
  7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Psychology, 3(2), 77–101. In Canadian Teachers Federation (2000). Demographics of the Teaching Profession: The changing nature of teaching in Canada from website. Retrieved from http://www.ctf
  8. Byamugisha, A., & Ssenabulya, F. (2005). The SACMEQ II project in Uganda: A study of the conditions of schooling and the quality of education. Harare, Zimbabwe: SACMEQ.Google Scholar
  9. Clandinin, D. J. (2013). Engaging in narrative inquiry. Walnut Creek, CA: Left Coast Leaf Press.Google Scholar
  10. Clandinin, D. J., & Cave, M. T. (2008). Creating pedagogical spaces for developing doctor professional identity. Medical Education, 42, 765–770. Scholar
  11. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.Google Scholar
  12. Dawson, C. (2002). Practical research methods: A user-friendly guide to mastering research. London: How to Books Ltd.Google Scholar
  13. Elbaz-Luwisch, F. (2002). Writing as inquiry: Storying the teaching self in writing workshops. Curriculum Inquiry, 32(4), 403–428.CrossRefGoogle Scholar
  14. Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150–170). New York: Longman.Google Scholar
  15. Feldman, A. (2003). Validity and quality in self study. Educational Researcher, 32(3), 26.CrossRefGoogle Scholar
  16. Hamilton, M., & Pinnegar, S. (1998). Conclusion: The value and the promise of self study. In M. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235–246). London: Falmer Press.Google Scholar
  17. Huberman, M. (1993). The lives of teachers. New York: Teachers College Press.Google Scholar
  18. Jones, A. M. (2008). Afghanistan on the educational road to access and equity. Asia Pacific Journal of Education, 28(3), 277–290.CrossRefGoogle Scholar
  19. Katitia, D. M. O. (2015). Teacher education preparation program for the 21st century. Which way forward for Kenya? Journal of Education and Practice, 6(24), 57–63.Google Scholar
  20. Kitchen, J. (2005). Looking backward, moving forward: Understanding my narrative as a teacher educator. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 1(1), 17–30.CrossRefGoogle Scholar
  21. Komba, W. L., & Nkumbi, E. (2008). Teacher professional development in Tanzania: Perceptions and practices. Journal of International Cooperation in Education, 11(3), 67–83.Google Scholar
  22. Lortie, D. C. (1975). Schoolteacher. Chicago: The University of Chicago Press.Google Scholar
  23. Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53910, 33–43.CrossRefGoogle Scholar
  24. Memon, G. R. (2007). Education in Pakistan: The key issues, problems and the new challenges. Journal of Management and Social Sciences, 1(3), 47–55.Google Scholar
  25. Mueller, A., & Skamp, K. (2003). Teacher candidates talk: Listen to the unsteady beat of learning to teach. Journal of Teacher Education, 54(5), 428–440.CrossRefGoogle Scholar
  26. Mullick, J. I., & Sheesh, S. (2008). Teachers quality and teacher education at primary education sub-sector in Bangladesh. BRAC University Journal, 5(1), 77–84.Google Scholar
  27. Otiende, J. E., Bogonko, S. N., Wamahiu, S. P., & Karugu, A. M. (1992). Education and development in Kenya: A historical perspective. Oxford University Press.Google Scholar
  28. Pontefract, C., & Hardman, F. (2005). The discourse of classroom interaction in Kenyan primary schools. Comparative Education, 41(1), 87–106.CrossRefGoogle Scholar
  29. Riessman, C. K. (1993). Narrative analysis. Qualitative Research Methods Series 30, SAGE University Paper.Google Scholar
  30. Roehrs, C., & Suroush, Q. (2015). Too few, badly paid and unmotivated: The teacher crisis and the quality of education in Afghanistan. Afghan Analysts Network. Retrieved from
  31. Schultz, K., & Ravitch, S. M. (2013). Narratives of learning to teach: Taking on professional identities. Journal of Teacher Education, 64(1), 35–46.CrossRefGoogle Scholar
  32. Sifuna, D. N., & Indire, F. F. (1974). A history of the development of teacher education in Kenya.Google Scholar
  33. Spink, J. (2005). Education and politics in Afghanistan: The importance of an education system in peacebuilding and reconstruction. Journal of Peace Education, 2(2), 195–207.CrossRefGoogle Scholar
  34. The Sustainable Development Goals Report. (2017). United Nations Statistics Division. Statistical Services Branch, New York, NY.Google Scholar
  35. World Bank. (2006). Pakistan—Third Punjab Education Development Policy Credit. Washington, DC: World Bank.Google Scholar
  36. Wright, B., & Tuska, S. (1968). From dream to life in the psychology of becoming a teacher. School Review, 5&6(3), 253–293.CrossRefGoogle Scholar
  37. Yadav, S. K. (2011). Comparative study of pre-service teacher education programme at secondary stage in Bangladesh, India, Pakistan and Sri Lanka. Educational Research and Reviews, 6(22), 10–46.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Ayesha Bashiruddin
    • 1
  1. 1.Independent Educational ConsultantMiamiUSA

Personalised recommendations