Abstract
This chapter concentrates on “being” a teacher and the process of teacher development from the narratives of teachers from the developing world contexts. It illustrates how teachers stay in the profession after “becoming” teachers. It looks at the various routes that the teachers took and developed themselves professionally. This chapter illustrates how the lack of formal teacher development is regretted and finding ways of teacher development are devised. In some ways the so-called routine career trajectories of teacher development as prescribed in developed world contexts is challenged. It describes the five-rung process that most of the teachers followed for their development, which consists of early childhood experiences, early experiences at school, no formal experiences, learning to teach on-the-job and experiences within the school systems.
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