Constructional and Situational Variables to Affect the Efficacy of INSET

Abstract

The current study explores potential differences among in-service teachers in Asian settings in terms of their attitudes, needs, and teaching beliefs. With the great emphasis placed on INSET programs for teacher qualifications, the current study attempts to evaluate the efficacy of an INSET program as a case study. Since the 90-hour program for 16 Chinese English teachers in this study was hosted by a recognized TESOL institution in Korea, the focus of the study was placed on cultural and contextual variables affecting language teaching and teacher development. At the same time, efficacy of the current INSET program was examined through particular contextual variables of the trainees within the general framework of INSET efficacy issues. Trainee confidence level and perception of achievement were the main criteria, and a comparative analysis of one Chinese trainee’s pre- and post-program performance was made to objectify lesson applicability for the particular training involved. The research findings support the idea that teaching is a situated practice, and cultural and contextual variables truly affect teaching needs and INSET characteristics.