Skip to main content
SpringerLink
Log in

What Is the Difference Between ‘Becoming’ and ‘Being’ a Teacher in the Developing World and in the Developed World?

  • Chapter
  • First Online:
Book cover Teacher Development and Teacher Education in Developing Countries

  • 621 Accesses

Abstract

This chapter addresses the question: What is the difference between “becoming” and “being” a teacher in the developing world and in the developed world? It relates the findings of the narratives from the developing world context and compares them to the literature in the developed world. Although unique pathways for each individual teacher can be seen in their narratives it briefly glances over some of the similarities and then highlights the salient differences in becoming and being a teacher in two different contexts. As such it draws a composite picture of the two different worlds and the act of becoming and being a teacher. Through the analysis of the narratives there is evidence of a wider scenario in the developing world context.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abu-Alhija, F. N., & Fresko, B. (2016). A retrospective appraisal of teacher induction. Australian Journal of Teacher Education, 41(2), 16.

    Article  Google Scholar 

  • Amoli, F. A., & Youran, M. (2014). Delving the relationship between teacher empowerment and job satisfaction among Irania EFL teachers in Tehran Aviation University. Theory and Practice in Language Studies, 4(4), 771–777.

    Article  Google Scholar 

  • Anderson, K. D. (2004). The nature of teacher leadership in schools as reciprocal influences between teacher leaders and principals. School Effectiveness and School Improvement, 15(1), 97–113.

    Article  Google Scholar 

  • Andrews, S. P., Gilbert, L. S., & Martin, E. P. (2007). The first years of teaching: Disparities in perceptions of support. Action in Teacher Education, 28(4), 4–13.

    Article  Google Scholar 

  • Ashraf, H., & Rarieya, J. F. (2008). Teacher development through reflective conversations—Possibilities and tensions: A Pakistan case. Reflective Practice, 9(3), 269–279.

    Article  Google Scholar 

  • Bashiruddin, A. (2011). Learning and teaching of English in Pakistan: A narrative inquiry. LAP LAMBERT Academic Publishing.

    Google Scholar 

  • Blank, R. K., de las Alas, N., & Smith, C. (2007). Analysis of the quality of professional development programs for mathematics and science teachers: Findings from a cross-state study. Washington, DC: Council of Chief State School Officers.

    Google Scholar 

  • Bredeson, P. V. (2006). The school principal’s role in teacher professional development. Journal of In-Service Education, 26(2), 385–401.

    Article  Google Scholar 

  • Bullock, S. M. (2011). Inside teacher education: Challenging prior views of teaching and learning. Rotterdam: Sense Publishers.

    Book  Google Scholar 

  • Bullough, R. V., Jr., & Baughman, K. (1997). “First year teacher” eight years later: An inquiry into teacher development. New York: Teachers College Press.

    Google Scholar 

  • Choy, D., Angela, F. L., Chuan Goh, K., & Ling, E. (2013). Practicum experience: Pre-service teachers’ self-perception of their professional growth. Innovations in Education and Teaching International, 51(5), 472–482.

    Article  Google Scholar 

  • Chubbuck, S. M., Clift, R. T., Allard, J., & Quinlan, J. (2001). Playing it safe as a novice teacher: Implications for programs for new teachers. Journal of teacher education, 52(5), 365–376.

    Article  Google Scholar 

  • Cuddapah, J. L., & Clayton, C. D. (2011). Using Wenger’s communities of practice to explore a new teacher cohort. Journal of Teacher Education, 62(1), 62–75.

    Article  Google Scholar 

  • Darling-Hammond, L. (2010). Constructing 21st century education. In V. Hill-Jackson & C. W. Lewis (Eds.), Transforming teacher education: What went wrong with teacher education, and how we can fix it (pp. 223–247). Sterling, VA: Stylus.

    Google Scholar 

  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.

    Article  Google Scholar 

  • Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.

    Google Scholar 

  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council.

    Google Scholar 

  • Davidson, B. M., & Dell, G. L. (2003, April). A school restructuring model: A tool kit for building teacher leadership. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

    Google Scholar 

  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery.

    Google Scholar 

  • Donche, V., & Van Petegem, P. (2011). Teacher educators’ conceptions of learning to teach and related teaching strategies. Research Papers in Education, 26(2), 207–222.

    Article  Google Scholar 

  • 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 

  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.

    Article  Google Scholar 

  • Feiman-Nemser, S., & Buchmann, M. (1985). The first year of teacher preparation: Transition to pedagogical thinking? Research Series No. 156, Institute for Research on Teaching, Michigan State University, East Lansing.

    Google Scholar 

  • Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. B. Murray (Ed.), The teacher educator’s handbook (pp. 63–91). San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  • Flores, M. A. (2017). Practice, theory and research in initial teacher education: International perspectives. Editorial. European Journal of Teacher Education, 40(3), 287–290.

    Article  Google Scholar 

  • Fred, T. (2000). Pathways to teachers’ professional development. Unpublished master’s dissertation, Aga Khan University, Karachi, Pakistan.

    Google Scholar 

  • Fullan, M. G., & Stiegelbauer, S. (1991). The new meaning of educational change. New York, NY: Teachers College Press.

    Google Scholar 

  • Ghaye, T. (2000). Editorial. Reflective Practice, 1(1), 5–9.

    Article  Google Scholar 

  • Gholami, K., Kuusisto, E., & Tirri, K. (2015). Is ethical sensitivity in teaching culturally bound? Comparing Finnish and Iranian teachers’ ethical sensitivity. Compare: A Journal of Comparative and International Education, 45(6), 886–907.

    Article  Google Scholar 

  • Glassford, L. A., & Salinitri, G. (2007). Designing a successful new teacher induction program: An assessment of the Ontario experience, 2003–2006. Canadian Journal of Educational Administration and Policy, 60, 1–34.

    Google Scholar 

  • Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Hansen, D. T. (1995). The call to teach. New York: Teachers College Press.

    Google Scholar 

  • Hascher, T., Cocard, Y., & Moser, P. (2004). Forget about theory—Practice is all? Student teachers’ learning in practicum. Teachers and Teaching, 10(6), 623–637.

    Article  Google Scholar 

  • Hascher, T., Cocard, Y., & Moser, P. (2007). Forget about theory—Practice is all? Student teachers’ learning in practicum. Teachers and Teaching, 10(6), 623–637.

    Article  Google Scholar 

  • Hirsch, E., & Church, K. (2009). North Carolina teacher working conditions research brief: Summary of findings (Issue No. 09-04). Retrieved from New Teacher Center website: http://www.newteachercenter.org

  • Hirsch, E., Emerick, S., Church, K., & Fuller, E. (2006). Teacher working conditions are student learning conditions: A report on the 2006 North Carolina teacher working conditions survey. Retrieved from Center for Teaching Quality website: http://www.teachingquality.org

  • Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). New York, NY: McGraw Hill.

    Google Scholar 

  • Howe, E. R. (2006). Exemplary teacher induction: An international review. Educational Philosophy and Theory, 1(3), 287–297.

    Article  Google Scholar 

  • Hunt, C. S. (2014). A review of school-university partnerships for successful new teacher induction. School-University Partnerships, 7(1), 35–48.

    Google Scholar 

  • Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177–179.

    Article  Google Scholar 

  • Impedovo, M. A. (2016). In-service teachers’ sense of agency after participation in a research master course. International Journal of Educational Psychology, 5(3), 281–307.

    Article  Google Scholar 

  • Ingersoll, R. M. (2007, April). Research on new teachers from a national perspective. Paper presented at the annual meeting of the American Educational Research Association.

    Google Scholar 

  • Kabilan, M. K., & Veratharaju, K. (2013). Professional development needs of primary school English-language teachers in Malaysia. Professional Development in Education, 39(3), 330–351.

    Article  Google Scholar 

  • Keedy, J. L., Gordon, S. P., Newton, R. M., & Winter, P. A. (2011). An assessment of school councils, collegial groups, and professional development as teacher empowerment strategies. Journal of In-Service Education, 27(1), 29–50.

    Article  Google Scholar 

  • Kelchtermans, G., & Ballet, K. (2002). The micro-politics of teacher induction: A narrative-biographical study on teacher socialization. Teaching and Teacher Education, 18, 105–120.

    Article  Google Scholar 

  • König, J., Bremerich-Vos, A., Buchholtz, C., Lammerding, S., Strauß, S., Fladung, S. I., et al. (2017). Modelling and validating the learning opportunities of preservice language teachers: On the key components of the curriculum for teacher education. European Journal of Teacher Education, 40(3), 394–412.

    Article  Google Scholar 

  • Kotter, J. P. (1996). Leading change. Harvard Business Press.

    Google Scholar 

  • Kuusisaari, H. (2013). Teachers’ collaborative learning—Development of teaching in group discussions. Teachers and Teaching, 19(1), 50–62.

    Article  Google Scholar 

  • Kuusisto, E., Gholami, K., & Tirri, K. (2016). Finnish and Iranian teachers’ views on their competence to teach purpose. Journal of Education for Teaching, 42(5), 541–555.

    Article  Google Scholar 

  • Lassila, E. T., Katri Jokikokko, K., Uitto, M., & Estola, E. (2017). The challenges to discussing emotionally loaded stories in Finnish teacher education. European Journal of Teacher Education, 40(3), 379–393.

    Article  Google Scholar 

  • Lortie, D. C. (1975). Schoolteacher. Chicago: The University of Chicago Press.

    Google Scholar 

  • Luft, J. A., Roehrig, G. H., & Patterson, N. C. (2003). Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers’ practices and beliefs. Journal of Research in Science Teaching, 40(1), 77–97.

    Article  Google Scholar 

  • Lyons, N. (1998). With portfolio in hand: Validating the new teacher professionalism. New York, NY: Teachers College Press.

    Google Scholar 

  • Lyons, N. (2002). The personal self in a public story: The portfolio presentation narrative. In N. Lyons & V. LaBoskey (Eds.), Narrative inquiry in practice: Advancing the knowledge of practice (pp. 87–100). New York: Teachers College Press.

    Google Scholar 

  • Lyons, N. (2006). Reflective engagement as professional development in the lives of university teachers. Teachers and Teaching, 12(2), 151–168.

    Article  Google Scholar 

  • MacBeath, J. (2011). Education of teachers: The English experience. Journal of Education for Teaching, 37(4), 377–386.

    Article  Google Scholar 

  • Marcondes, M. I., Leite, V. F. A., & Ramos, R. K. (2017). Theory, practice and research in initial teacher education in Brazil: Challenges and alternatives. European Journal of Teacher Education, 40(3), 326–341.

    Article  Google Scholar 

  • Margolis, J., Durbin, R., & Doring, A. (2017). The missing link in teacher professional development: Student presence. Professional Development in Education, 43(1), 23–35.

    Article  Google Scholar 

  • Marks, H. M., & Louis, K. S. (1997). Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis, 19(3), 245–275.

    Article  Google Scholar 

  • Marks, H. M., & Louis, K. S. (1999). Teacher empowerment and the capacity for organizational learning. Educational Administration Quarterly, 35(5), 707–750.

    Article  Google Scholar 

  • Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–110.

    Article  Google Scholar 

  • Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60(4), 415–443.

    Article  Google Scholar 

  • Molaiinejad, A., & Zakavati, A. (2008). Comparison of teacher education curriculum in Iran, France, Malaysia, Japan, and England. Educational Innovation Quarterly, 26(7), 35–62. (in Persian).

    Google Scholar 

  • Nguyen Thi Mai, H., & Hall, C. (2016). Changing views of teachers and teaching in Vietnam. Teaching Education, 28, 244–256. https://doi.org/10.1080/10476210.2016.1252742

    Article  Google Scholar 

  • Phan, L. H., & Le, T. L. (2013). Living the tensions: Moral dilemmas in English language teaching. In Educators, professionalism and politics: Global transitions, national spaces and professional projects. London, UK: Routledge.

    Google Scholar 

  • Pollard, A. (Ed.). (2002). Readings for reflective teaching. New York: Continuum.

    Google Scholar 

  • Richardson, P. W., & Watt, H. M. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27–56.

    Article  Google Scholar 

  • Rogers, B. (2002). Teacher leadership and behaviour management. SAGE.

    Google Scholar 

  • Sancho-Gil, J. M., Sánchez-Valero, J. A., & Domingo-Coscollola, M. (2017). Based insights on initial teacher education in Spain. European Journal of Teacher Education, 40(3), 310–325.

    Article  Google Scholar 

  • Santoro, N., Pietsch, M., & Borg, T. (2012). The passion of teaching: Learning from an older generation of teachers. Journal of Education for Teaching, 38(5), 585–595.

    Article  Google Scholar 

  • Schollaert, R. (2011). Continuing professional development for the 21st century: Setting the scene for teacher induction in a new era. In P. Picard & L. Ria (Eds.), Beginning teachers: A challenge for educational systems—CIDREE Yearbook 2011 (pp. 9–28). Lyon, France: ENS de Lyon, Institut français de l’Éducation.

    Google Scholar 

  • Sergiovanni, T. J. (2002). Managing a school: Theoretical and practical aspects. Tel Aviv: Open University.

    Google Scholar 

  • Short, P. M., & Johnson, P. E. (1994). Exploring the links among teacher empowerment, leader power, and conflict. Education, 114(4), 581–534.

    Google Scholar 

  • Short, P. M., & Rinehart, J. S. (1992). School participant empowerment scale: Assessment of level of empowerment within the school environment. Educational and Psychological Measurement, 52(4), 951–960.

    Article  Google Scholar 

  • Short, P. M., & Rinehart, J. S. (1993). Teacher empowerment and school climate. Education, 113(4), 592–597.

    Google Scholar 

  • Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289–305.

    Article  Google Scholar 

  • Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.

    Article  Google Scholar 

  • Snoek, M., Bekebrede, J., Fadie Hanna, F., Creton, T., & Edzes, H. (2017). The contribution of graduation research to school development: Graduation research as a boundary practice. European Journal of Teacher Education, 40(3), 361–378.

    Article  Google Scholar 

  • Squire-Kelly, V. D. (2012). The relationship between teacher empowerment and student achievement. Electronic Theses & Dissertations, 406. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/406

  • Stanulis, R. N., & Floden, R. E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal of Teacher Education, 60(2), 112–122.

    Article  Google Scholar 

  • Stein, M. K., Smith, M. S., & Sliver, E. A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237–269.

    Article  Google Scholar 

  • Sterbinsky, A., Ross, S. M., & Redfield, D. (2006). Effects of comprehensive school reform on student achievement and school change: A longitudinal multi-site study. School Effectiveness and School Improvement, 17(3), 367–397.

    Article  Google Scholar 

  • Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective Practice, 5(3), 327–343.

    Article  Google Scholar 

  • Tirri, K. (2011). Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives. International Journal of Educational Research, 50(2), 159–165.

    Google Scholar 

  • Tirri, K. (2012). The core of school pedagogy: Finnish teachers’ views of the educational purposefulness of their teaching. In H. Niemi, A. Toom, & A. Kallioniemi (Eds.), Miracle of education (pp. 55–66). Rotterdam: Sense Publishers.

    Chapter  Google Scholar 

  • Tirri, K., & Ubani, M. (2013). Education of Finnish student teachers for purposeful teaching. Journal of Education for Teaching, 39(1), 21–29.

    Article  Google Scholar 

  • Valeeva, R. A., & Gafurov, I. R. (2017). Initial teacher education in Russia: Connecting theory, practice and research. European Journal of Teacher Education, 40(3), 342–360.

    Article  Google Scholar 

  • Waller, W. W. (1932). The sociology of teaching. New York: John Wiley & Sons Inc.

    Book  Google Scholar 

  • Weiss, E. M., & Weiss, S. (2001). Doing reflective supervision with student teachers in a professional development school culture. Reflective Practice, 2(2), 125–154.

    Article  Google Scholar 

  • Wenglinsky, H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality. Princeton, NY: Milken Family Foundation and Educational Testing Service.

    Google Scholar 

  • Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. National Association of Secondary School Principals Bulletin, 88(638), 41–58.

    Google Scholar 

  • Wongsopawiro, D. S., Zwart, R. C., & van Driel, J. H. (2017). Identifying pathways of teachers’ PCK development. Teachers and Teaching, 23(2), 191–210. https://doi.org/10.1080/13540602.2016.1204286

    Article  Google Scholar 

  • Worthy, J. (2005). ‘It didn’t have to be so hard’: The first years of teaching in an urban school. International Journal of Qualitative Studies in Education, 18(3), 379–398.

    Article  Google Scholar 

  • Wynne, J. (2001). Teachers as leaders in education reform (ED462376) (pp. 1–7). Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.

    Google Scholar 

  • Zeichner, K., McDonald, M., Cohan, A., & Honigsfeld, A. (2011). Practice-based teaching and community field experiences for prospective teachers. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of preservice and inservice teacher education: Innovative and successful practice for the 21st century (pp. 45–54). Plymouth: Rowman & Littlefield.

    Google Scholar 

  • Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613–621.

    Article  Google Scholar 

  • Zembylas, M., & Papanastasiou, E. C. (2005). Modeling teacher empowerment: The role of job satisfaction. Educational Research and Evaluation, 11(5), 433–459.

    Article  Google Scholar 

  • Zuzovsky, R., & Donitsa-Schmidt, S. (2017). Comparing the effectiveness of two models of initial teacher education programmes in Israel: Concurrent vs. consecutive. European Journal of Teacher Education, 40(3), 413–431.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Independent Educational Consultant, Miami, FL, USA

    Ayesha Bashiruddin

Authors
  1. Ayesha Bashiruddin
    View author publications

    You can also search for this author in PubMed Google Scholar

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Bashiruddin, A. (2018). What Is the Difference Between ‘Becoming’ and ‘Being’ a Teacher in the Developing World and in the Developed World?. In: Teacher Development and Teacher Education in Developing Countries. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-349-95363-9_5

Download citation

  • DOI: https://doi.org/10.1057/978-1-349-95363-9_5

  • Published:

  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-349-95362-2

  • Online ISBN: 978-1-349-95363-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation