Using the Capacity Approach to improve the sustainability of teacher inservice training 1 Introduction

This 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 the design of a sustainable model of in-service training, as well as training content that ensures sustained use by teachers.