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FG4: When we are in large groups. Because the trainer cannot actually see eachof our problem, each of our needs. That’s why we just get it from – just apart of it. [Unintelligible]. So mass training for me is not good.R1: Okay.R2: It’s not individualised enough?R1: Yeah.FG4: Yeah. I like small groups where –R1: Yes.FG4: – just like this one [TEFG3: 171-181].Where the purpose of the training is to impart deeper understanding, thus, thedata as a whole indicate that the preferred best practice is for a relatively hightrainer-trainee ratio.There was reasonably strong agreement with all the remaining propositions inthis part of the questionnaire. Thus, the use of information and communicationtechnology (ICT), such as lively PowerPoint presentations, videos of teaching,and so on, was seen by the majority of respondents as likely to enhance thequality of training (Q.40); there was likewise a good deal of agreement about theimportance of providing trainees with hand-outs that illustrated the teaching ideasbeing advocated (Q.41), as well as copies of trainee outputs (Q.42); and it was alsothought helpful to provide any additional materials needed for trainees to conduct‘echo’ seminars (i.e., replica or condensed versions of the original) for colleaguesin their home teaching situations (Q.43). As it was put in one of the interviews,‘Never, never do a training without materials for the teachers to carry when theygo back. Never.’ (HQI-3: 161), for reasons elaborated on elsewhere:For me ... I think if the teacher during the seminar ... was able to identify alreadythat this strategy will be used for this, it will be clearer ... [when] she goes backto the classroom, she will be able to go over those things given to her like ahand-out, or a set of materials, rather than have the seminar then you have nohand-outs, you have no materials that you will bring to the classroom. I think itwill be better also. [ETI-1: 259]The issue of ‘materials that you will bring to the classroom’ will be returned to inthe next section.Taken as a whole, data in this section once again point to further ways in whichthe while-seminar phase of INSET can be optimally conducted, in this case via theprovision of a range of training resources.Data relating to the ‘post’-seminar stageSupportData in this area fell into two main parts. Firstly, many of them testify eloquently tothe importance of an appropriate post-seminar follow-up support strategy, in orderBest Practice INSET | 331