Download - EnglishAgenda - British Council

IntroductionIn recent years, large-scale curriculum reform has become a hallmark of nationaleducational systems all over the world, as countries everywhere strive to keepabreast of global trends (Fullan, 2005). This is especially so with respect togrowth in the teaching and learning of English as an international language(Nunan, 2003).Much of this activity is aimed at improving learning by attempting to put thelearner at the heart of the learning process (McGrath, 2008; cf. Nunan, 1999).However, the quality of student learning depends to a great extent, of course, onthe quality of in-service teacher learning. This is because new teaching ideas aretranslated into practice primarily by serving teachers, since they form the ‘frontline’ in innovation implementation. But they are only likely to master novel teachingideas if there are effective systems of in-service teacher training (INSET) to helpthem do so.It is therefore vital that we understand how INSET can be made to work aseffectively as possible. Unfortunately, however, it is clear that INSET, in practice,in all subject areas, tends to fall well short of the mark (Adey, 2004; Wedell, 2009).The primary cause of this state of affairs appears to be a lack of awareness ofand commitment to what is involved in planning for, implementing and sustainingmeaningful teacher learning of this kind (Fullan, 2007: Ch. 14).This occurs despite the existence of a reasonably extensive literature concernedwith why INSET frequently fails and possible remedies for the problem (see, e.g.,Joyce & Showers, 1980; Harland & Kinder, 1997; Ingvarson, Meiers & Beavis, 2005).However, much of this literature is academic in nature, is not readily accessibleoutside higher education circles, is spread across several areas of study, and israrely situated in teaching situations of the kind in which most ELT takes place. As aresult, it does not seem to have made the impact that it might on INSET in generaland ELT INSET in particular.One of the purposes of the study described in this report, thus, is to attemptto provide a ‘holistic’ outline of the main features of the existing literature, bysynthesising its primary elements into an overall conceptual framework. Bythis means, it is hoped, a straightforward, basic theoretical ‘model’ for effectiveINSET can be formulated, one which is relatively simple but not simplistic, asan aid to conceptualising everyday practice. Another main aim has been toattempt to present a clear indication of what the practical implications are ofadopting such a framework in terms of all the main stages – design, delivery and‘institutionalisation’ – that INSET typically involves. It is hoped that this kind ofinformation will also help to make the study as practitioner- and policy-maker-‘friendly’ as possible. Finally, as another way of attempting to maximise its potentialfor practical relevance, it was also felt important to choose a setting for the study –state sector basic education in a non-Western context – which was representativeof the world of ELT. In this way too, thus, it is hoped that the findings will resonateas widely as possible with the large number of personnel ‘on the ground’ workingin similar situations around the world.314 | Best Practice INSET