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In what follows, thus, we first explain the theoretical model of (ELT) INSET whichinformed our study, and then describe our research approach. The remainder ofthe report – the lion’s share – consists of a presentation and discussion of themain findings from the study, as well as a related set of recommendations for ELTpractitioners and policy-makers.Literature reviewThe literature of relevance can be seen as comprising a variety of main strands.Thus, for example, there are studies which label themselves as directly concernedwith ‘INSET’ (e.g., Rudduck, 1981; Hopkins, 1986; Veenman, van Tulder & Voeten,1994; Hayes, 1997; Van den Branden, 2006), those which are associated withterms such as ‘continuing professional development’(CPD), ‘teacher development’and so on (e.g., Eraut 1994; Bell & Gilbert, 1996; Richards, 1998; Hall & Hord,2001; Adey, 2004), studies with a focus on ‘school improvement’ (e.g., Fullan,1999; Hopkins, 2001; Fullan, 2007), those emanating from innovation studies(e.g., Havelock & Huberman, 1977; Marris, 1986; Kennedy, 1988; Kelly, 1980;Markee, 1997; Wedell, 2009) and still others of relevance, such as Trowler, 2003(educational policy-making), Ajzen, 2005 (the psychology of behaviour in socialsituations), Waters, 2005 (expertise studies), and so on.Space prohibits describing any of these items in detail, and, in any case, theprimary goal here is to delineate the composite picture which they evince as awhole, since, as already explained, it is the absence of sufficient clarity in thisrespect which is seen to be the most important issue 1 . Thus, as discussed inWaters, 2002 and 2006 and Waters & Vilches, 2000, 2001 and 2008, this body ofwork is seen to indicate in overall terms, as shown in Figure 1 below, that the keyto effective INSET (whether ELT-specific or otherwise) is the successful integrationof two main ‘dimensions’, viz., i) course-based vs. school-based teacher learningopportunities, and ii) educational system vs. ‘school system’ priorities 2 .EducationsystemCourse-basedteacher learningSchool-basedteacher learningSchoolsystemFigure 1: A ‘best practice’ framework for INSETBest Practice INSET | 315