Abstract
This article aims to explore practical constraints that prevent teachers from participating in INSET courses for their continuing professional development. This study, from the course clients' perspectives, examines the points of view of the teacher trainees and administrators involved in a teacher-training course in China. Questionnaires and interviews were employed to gather data. The findings indicate the importance of appreciating both teachers' concerns as individuals and administrators' practical considerations that, if ignored, could lead to the undermining of the overall quality of training. It is argued that in-service teacher training can be maximised on the condition that a society-wide supportive mechanism is established that ensures smooth coordination between the various levels concerned
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