A mixed methods study evaluating the perceptions of teacher educators in Myanmar of training that they have received which was funded by international development agencies - a Postcolonial analysis (Author: John O’Hara). The intention of this Mixed Methods study was to engage with teacher educators (TEs) in Myanmar to give them the opportunity to evaluate training that they received which was funded and provided within the Education and Development sector, using the English for Education College Trainers (EfECT) project as an instrumental case study, and to discuss these opinions using Postcolonial theory. Prior to the 2021 Coup, Myanmar was undergoing an era of educational reform. The Education and Development sector, which is underpinned by the theories of Human Capital Theory and Democratisation, had a significant influence in this reform (NESP 2015; Maber et al. 2019; UNESCO 2016; Borg et al. 2018). The educational context of Myanmar is one which is characterised by the historical Royal and Religious provision of education, an era of colonial rule, and a troubled era of independence, dominated by the military (Maber et al. 2019; Lwin 2000; Myanmar EGRESS 2015). In relation to teacher education colleges, this has led to a situation whereby classes are large, the infrastructure is inadequate, the dominant pedagogy is teacher centred and the conceptualisation of the relationship between teachers and learners is rigid and hierarchical (Borg et al. 2018; British Council 2015; Hardman et al. 2016). While, it seems that the underlying theories that underpin the Education and Development sector converged with the interests and opinions of the TEs e.g., in relation to making classes more engaging, and developing 21st century skills, there were also clear divergences, e.g., infrastructural, structural and historical/cultural obstacles and considerations. The purpose of this thesis is to explore these convergences and divergences.