ABSTRACT
Recent studies indicate that teachers usually value CPD—both for the support it offers them as individuals and for the way it contributes to institutional and student success (Earley, 1995; Law and Glover, 1995). There are, nevertheless, significant variations in the degree to which CPD is perceived as beneficial. INSET is most positively regarded when it has been systematic, well-organized and builds on existing expertise. In such circumstances, teachers comment that it has been ‘stimulating, boosted self-confidence and had a significant impact on their personal teaching methods’ (HMI, 1993).
