Support for teachers’ professional development is even more important as acute teacher shortages often mean that adults and youth who have never taught before or even finished their own education are recruited as teachers (Kirk and Winthrop, 2005: 18). Training new teachers, however, as a response to teacher shortfalls in the emergency, does not address the question of where the already qualified teachers are. Baxter and Bethke (2009) similarly report that teachers tend to prefer government schools, because they receive a salary from the government.