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area of ‘training design’, i.e., perceptions about the criteria which should guide theplanning of the seminar content and activities.No. Question Mean SD17. The training design should build on and extend previous 3.66 0.479training initiatives.18. As far as possible, all the members of the training team 3.73 0.451should be familiar with all the training sub-topics.19. Each of the training sub-topics should be inter-connected 3.70 0.465closely with all the others.20. Each training sub-topic should consist of a series of steps 3.71 0.456going from trainer input to trainee output.21. The training design should allow for regular opportunitiesfor reflective discussion between trainers and traineesthroughout the training.3.70 0.459Table 4: Before the training – the training designAs can be seen in Table 4 above, there was strong agreement with all thepropositions in the questionnaire pertaining to this aspect. Thus, as the mean forQ.17 indicates, it was seen as highly desirable for seminars to be based on takinginto account the focus and outcomes of previous training, presumably for reasonsof the kind explained in one of the interviews (‘it’ in the following refers to theresults of post-seminar monitoring of teacher learning):R: Monitoring the teachers as far as possible in terms of what they do with theteaching ideas. Is there anything else that you think…?I: Well maybe studying it, or analysing it so we can connect it to futuretrainings, like in what way can we make sense of a new training, whichactually makes sense of the previous training that we did, so everything islike connected.R: And why would you think that’s important?I: Because if we discuss things in chunks, in isolation, I think they don’t makesense, actually. So teachers tend to forget them after some time. But if wetry to link one with another, I think there’s more beauty in it, the teacherscan see the importance of it and somehow they will remember it. [SI-6:270-273]Also, the importance for the training design of teamwork among trainers isaffirmed by the mean for responses to Q.18, and is seen elsewhere in the data aslikewise enhancing the inter-connectedness of the training:I: OK, so as a trainer, based on experience, we also read topics of others.So that they could relate and especially when during the discussion andfacilitating the conduct of the training, so we can relate one topic to theother. [EPI-1: 138]Strong support for a third kind of inter-connectedness – between seminar subtopics– is expressed in the response to Q.19. As one of the interviewees put it, theopposite practice causes the following kinds of problems:324 | Best Practice INSET