Abstract
As part of Myanmar's current educational reforms, the EfECT project aimed to improve the competence of pre-service teacher educators in Education Colleges across the country. Drawing on baseline and exit measures collected through questionnaires, tests, observations, interviews and written reflections, this paper examines the impact of the two-year project on 1647 teacher educators' propositional knowledge of teaching methodology, practical teaching skills, reflective abilities and professional confidence. Overall, but not exclusively, the outcomes of the project in relation to these issues were positive, and these results are analysed critically with particular attention to the tools used to measure project impact.
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