초록 열기/닫기 버튼
There has been a general agreement that English teachers and their professional development are at the heart of improving English education in the given context. Efforts have been made at the national level to meet the demand for high-quality in-service teacher training programs. The present research was carried out to provide some suggestions through the close examination of an INSET case in Sri Lanka. Data was gathered from an analysis of its underlying principles and programmes. The findings suggest that INSET should be thought of as part of lifelong learning. Long-term, holistic approaches to in-service teacher development are more likely to be effective than short-term skills-based, training approaches. Effective INSET is school-focused but not necessarily school-based. Best practice in INSET goes beyond training and development for teachers to include training and development for in-service trainers. It is suggested that effective INSET practice is reflexive and it should not always focus on 'new' methods, rather its central concern should be with effective methods in terms of their impact on student learning. INSET programs should incorporate evaluation components that go beyond reactions to the programs themselves to encompass classroom implementation of what has been learnt by teachers on the programs as well as institutional development. Time and opportunities to reflect on one's own teaching and to share practice with colleagues are important means of professional development.
