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Taken as a whole, this part of the questionnaire data can be seen to indicatethat, while there was broad support for the importance of observing and givingfeedback on teachers’ post-seminar follow-up activity, some of the questions (e.g.,Qs.53 & 54) about how this might best be done were perhaps insufficiently clearand comprehensible, and interpretation of responses to the remainder (Qs.55-57)needs to be mediated by findings from the accompanying interview and focusgroup data.Recommendations for ‘best practice’The findings from this study are taken to have the following main implications forpractitioners and policy-makers involved in the design and delivery of ELT INSET, interms of how to achieve ‘best practice’ in this area.The overall theoretical framework informing practice in this area needs to be ofthe kind represented by Figure 1 above, i.e., one involving a close integration ofboth course- and school-based teacher learning opportunities, on the one hand,and of the school and educational system levels on the other.In terms of the planning of INSET, the findings indicate that:■■Due care and attention needs to be paid to a variety of logistical concerns,such as providing sufficient advance notice, securing a training venue of theright quality, choosing the optimum time within the school year, and so on.■■The training should as far as possible match the needs of the teachers and theteaching situation.■ ■ Trainers should have the appropriate knowledge and skills, and trainer trainingprovided accordingly.■■The training design should be developed in such a way that the potential forcoherence in terms of a number of dimensions is maximised.In terms of the delivery of INSET courses, the study shows that:■■The training approach should be ‘participant-centred’, i.e., actively involve thetrainees in understanding, discussing and working with the teaching ideas incollaboration with the trainers and themselves.■ ■ Demonstration lessons of both main kinds (‘peer’ and ‘live’) are an importantmeans of increasing practical understanding of teaching ideas.■ ■Training resources, both human and material, should be provided at a level thatis likely to maximise the potential of the training.In terms of INSET follow-up, the data show that:■■Active and extensive educational and school system support is needed in orderto ensure that teaching ideas introduced in seminars are implemented. In thisconnection, the provision of appropriate teaching materials is of particularimportance.Best Practice INSET | 339