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Facilitating Follow-up in ELT INSET.

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Facilitating Follow-up in ELT INSET. / Waters, Alan.
In: Language Teaching Research, Vol. 10, No. 1, 01.2006, p. 32-52.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Waters, A 2006, 'Facilitating Follow-up in ELT INSET.', Language Teaching Research, vol. 10, no. 1, pp. 32-52. https://doi.org/10.1191/1362168806lr183oa

APA

Vancouver

Waters A. Facilitating Follow-up in ELT INSET. Language Teaching Research. 2006 Jan;10(1):32-52. doi: 10.1191/1362168806lr183oa

Author

Waters, Alan. / Facilitating Follow-up in ELT INSET. In: Language Teaching Research. 2006 ; Vol. 10, No. 1. pp. 32-52.

Bibtex

@article{2d2e702d3d5048c3b52f9186840ce23d,
title = "Facilitating Follow-up in ELT INSET.",
abstract = "There is evidence that ELT INSET does not always result in the desired level of {\textquoteleft}follow-up{\textquoteright}, i.e. impact on teachers{\textquoteright} classroom practices. Nevertheless, little research appears to have been carried out concerning how the design of INSET systems affects such outcomes. This paper therefore attempts to throw light on some of the factors involved, using data derived from research into the operation of the Philippines English Language Teaching (PELT) Project INSET system. In order to attempt to facilitate follow-up, this programme took the form of a hybrid, joint course- and school-based model. Trainees{\textquoteright} views on the functioning of the model were elicited via questionnaires and structured discussions. The findings show that the following variables are among those which are important in determining how effectively such an INSET system operates: 1) the nature of its course- based component; 2) the interface between trainees, trainers and school- based {\textquoteleft}ELT managers{\textquoteright}; and 3) the form of school-based follow-up activity employed. The data also indicates how these elements might be configured so as to optimize the potential for INSET follow-up to occur.",
author = "Alan Waters",
year = "2006",
month = jan,
doi = "10.1191/1362168806lr183oa",
language = "English",
volume = "10",
pages = "32--52",
journal = "Language Teaching Research",
issn = "1477-0954",
publisher = "SAGE Publications Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - Facilitating Follow-up in ELT INSET.

AU - Waters, Alan

PY - 2006/1

Y1 - 2006/1

N2 - There is evidence that ELT INSET does not always result in the desired level of ‘follow-up’, i.e. impact on teachers’ classroom practices. Nevertheless, little research appears to have been carried out concerning how the design of INSET systems affects such outcomes. This paper therefore attempts to throw light on some of the factors involved, using data derived from research into the operation of the Philippines English Language Teaching (PELT) Project INSET system. In order to attempt to facilitate follow-up, this programme took the form of a hybrid, joint course- and school-based model. Trainees’ views on the functioning of the model were elicited via questionnaires and structured discussions. The findings show that the following variables are among those which are important in determining how effectively such an INSET system operates: 1) the nature of its course- based component; 2) the interface between trainees, trainers and school- based ‘ELT managers’; and 3) the form of school-based follow-up activity employed. The data also indicates how these elements might be configured so as to optimize the potential for INSET follow-up to occur.

AB - There is evidence that ELT INSET does not always result in the desired level of ‘follow-up’, i.e. impact on teachers’ classroom practices. Nevertheless, little research appears to have been carried out concerning how the design of INSET systems affects such outcomes. This paper therefore attempts to throw light on some of the factors involved, using data derived from research into the operation of the Philippines English Language Teaching (PELT) Project INSET system. In order to attempt to facilitate follow-up, this programme took the form of a hybrid, joint course- and school-based model. Trainees’ views on the functioning of the model were elicited via questionnaires and structured discussions. The findings show that the following variables are among those which are important in determining how effectively such an INSET system operates: 1) the nature of its course- based component; 2) the interface between trainees, trainers and school- based ‘ELT managers’; and 3) the form of school-based follow-up activity employed. The data also indicates how these elements might be configured so as to optimize the potential for INSET follow-up to occur.

U2 - 10.1191/1362168806lr183oa

DO - 10.1191/1362168806lr183oa

M3 - Journal article

VL - 10

SP - 32

EP - 52

JO - Language Teaching Research

JF - Language Teaching Research

SN - 1477-0954

IS - 1

ER -