March 10, 2015
Written by Dr. Sharon Tao , Cambridge Education
This draft paper offers an investigation into a Theory of Teacher Practice and Behaviour that is underpinned by the Capability Approach (CA) and Critical Realism (CR). This CA/CR analysis will be applied to a Theory of Teacher
Change that can be facilitated by in-service training, particularly as it applies to Early Grade Reading (EGR). The paper will draw from research conducted in primary schools in Tanzania and will discuss how a CA/CR Theory of Teacher Change can be used to underpin teacher EGR training within the context of Tanzania.