ABSTRACT
This chapter presents some of the key findings and issues arising from an OECD review of recent developments and innovations in the in-service education and training of teachers (INSET). The needs of beginning teachers in their first year of service have been reasonably well established but the concept of a longer term career profile for teachers has proved to be more controversial. Recent work on needs is focusing upon teachers as adult learners. INSET is provided by a wide variety of agencies but increasing attention is being paid to the role of the school as an initiator and provider. Internal roles like the professional tutor are being introduced. The training of INSET trainers is itself being recognized as an important aspect for future work. Great difficulty has been encountered in trying to cost INSET but the problems are being clarified. Rather better progress has been made with the evaluation of INSET, where a significant shift towards an illuminative style is evident, although political pressures for accountability may lead to a renewed emphasis on the collection of outcome data. Although the research base is weak, there is some consensus about what constitutes effective in-service and here too the school-focused approach is highly valued. This emphasis reflects a growing commitment to the role of in-service education as a deliberate instrument of system improvement. However, it is far from clear what proportion of the teaching force should receive INSET in any one year. The personal and career development needs of individual teachers are not yet receiving adequate attention.
