Lessons to be learnt from negative evaluation

Abstract

INSET programmes which introduce novel approaches to teaching often seem exciting and eye-opening while the course lasts. However, the programmes do not always take account of what will happen when the course participants return to their daily routines. This article describes the postcourse evaluation of an INSET programme for Japanese secondary school teachers of English (JSTs), which found that the communicative approach introduced in the course was not implemented by a number of the participants. This reluctance to innovate seems to stem from differences between British and Japanese educational and cultural traditions. It is suggested that INSET courses should therefore present a range of traditional and modern approaches to EFL methodology, so that teacher trainees can select those which are most appropriate in their particular circumstances. Such courses should be more sensitive to the participants’ cultural and educationa! backgrounds, and provide a cognitive element from the start.