ABSTRACT
This chapter considers some of the major challenges for in-service teacher education (INSET) and ways of overcoming them. It focuses on ways of making reflective practice (RP) systematic and data-led and integrates viewpoints from both teacher trainers and student teachers. There are important differences between the nature of pre-service education and training (PRESET) and INSET and the profile of the participants, most importantly because INSET teachers have teaching experience. However, in-service training also varies considerably in the length and nature of courses. INSET courses range from one-year or two-year MA courses to a relatively short training course which, although typically one to four weeks, can be as short as one day. The chapter covers a range of course types and focuses on several contexts, because this will help show that reflection is conceived and co-constructed in particular and sometimes systematic ways depending on the nature of the course and who the participants are.
