Deputy Director of the Institute for English Language Education at Lancaster University, England and was the Lead Consultant for the Philippines English Language Teaching Project from 1995–9. His current main research interests are teacher learning processes and the application of ideas from management to the ELT classroom. Email: 〈A.Waters@lancaster.ac.uk〉
Executive Director of the Ateneo de Manila Center for English Language Teaching, Ateneo de Manila University, Philippines, and was the Co-ordinator of the Philippines, English Language Teaching Project from 1995–9. Her current main research interests include the use of literary texts in language teaching and the training of teacher trainers. Email: 〈email@example.com〉
It is sometimes difficult for in-service teacher training (INSET) courses to achieve their expected level of impact. One reason for this is the cultural divide that tends to exist between such courses and the typical teaching institution. This paper describes a method for narrowing this gap that was devised in connection with a recent ELT in-service teacher development project in the Philippines: the School-based Follow-up Development Activity, or SFDA. This links the INSET course and the teaching institution, so that the course functions not just as an end in itself but also as a vehicle for stimulating longer-term school-based learning. The details of how the SFDA system works are explained, and findings concerning its effectiveness reviewed.