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Effective Inset for Teachers of Four Year Old Children inSchoolRosemary Rodger aa Edge Hill College of Higher EducationPublished online: 12 Sep 2006.

To cite this article: Rosemary Rodger (1991) Effective Inset for Teachers of Four Year Old Children in School, British Journal ofIn-Service Education, 17:2, 93-99, DOI: 10.1080/0305763910170202

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Effective Inset for Teachers of Four Year OldChildren in School

Rosemary RodgerEdge Hill College of Higher Education

In-Service Training for the teachers of four year oldchildren in school became a national priority underLEATGS for the period 1989-91. The aim of thetraining was to:

'update and improve knowledge andunderstanding of teachers currently teachingin primary classrooms containing children whoare younger than 'rising fives' and of non-specialist advisers with responsibility for suchchildren and to retrain teachers who are cur-rently teaching other age groups'.

(DES) 1989a)

This article aims to explore some of the issues sur-rounding INSET for teachers of young children andto describe the characteristics of effective INSETfor reception class teachers based on the evidenceof a series of evaluations of in-service provision forsuch teachers in three LEAs in the North West ofEngland. The INSET was commissioned by LEAsfrom a College of Higher Education and contrary tocurrent trends away from college-based in-servicethe research identifies effective characteristics ofin-service which would be impossible to replicatein a school-based environment.

The success of the in-service was to be judgedon the match between the courses evaluated andthe criteria for effective INSET as postulated byJoyce and Showers (1980), Crandall (1983), Fullan(1982) and Schon (1983 and 1987). The issuesraised by these evaluations are important at thistime in light of the increasing move from school-focused INSET to school-based training. This wasrecently reinforced by the NFER (Brown and Early1990) who describe effective in-service in termsof the need for more focused school-based work.The evidence from these evaluations suggests thatteachers of young children welcomed the oppor-tunity to meet teachers from other school andauthorities to discuss and analyze their practice inan environment away from the school.

Criteria for Effective INSET:messages from research

There is some evidence relating specifically to thestructure of INSET for teachers of young children.

Indeed can one say that INSET for this group ofteachers is different than that for.any other group?This article will throw further light on this. Thecourses were structured to take account of theavailable recommendations from various reports.For example, HMI write of the need for this train-ing to provide guidance on a suitable curriculum andto be clearly focused (DES 1989b). Abbott (1986)and Barrett (1985) felt that attention should be paidspecifically to focused INSET on what the childrenwill gain from, for example, sand play, imaginativeplay, construction toys, plasticine and clay, pain-ting etc. This would be most successfully achiev-ed by developing one's observational skills andanalyzing one's own classroom practice with sup-port of colleagues on an 'action research' model ofINSET. Evidence from HMI Report (DES 1989c) onprovision for four year olds in reception classes sug-gests that teachers need to consider the learningopportunities in the imaginative play area, outdoorplay, construction and creative areas of theclassroom. Consideration was further given to theconditions needing to be developed within thecourse to ensure teachers would learn from the in-service and most importantly of all reappraise theirexisting practices in the light of the needs of youngchildren. The criteria the courses were measuredagainst were compiled from other research in thisarea and can therefore be said to be eclectic inorigin. These were:

conditions within the course; (Eason 1986 andSchon 1987)teacher commitment; (Fullan 1982 and Cran-dall 1983)exemplary practices; (Crandall 1983)training; (Joyce and Showers 1980 and Schon1987)

An important criterion was the degree of supportoffered to the teachers once the course was com-pleted. This, according to Fullan (1982), would bemost effectively achieved by the Headteacher ofthe course.members school attending the coursewith the course member or actively supportingchange in the classroom.

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Fullan (1982) further states that INSET mustbring teachers together. This is particularly impor-tant for teachers of four year olds in receptionclasses who may feel isolated within their ownschools.

' Because of the isolation of teachers from oneanother there may be a lot of pluralistic ig-norance — that each one assumes that no oneelse is interested, whereas if there is peer in-terest, it can represent one of the most satis-fying (and necessary) aspects of the changeprocess'.

{Fullan 1982)

Conditions with the courseOrganisation of the room to ensure all teachers

felt part of the group. Space permitting, theteachers and course leader need to be sitting infor-mally in a circle. Introductions that enable theteachers to share experiences and concerns at thebeginning of the course and the opportunity for thegroup to experience a number of learning ex-periences themselves were important considera-tions. The lecture was not a well received form ofdelivery on any of the evaluated courses. The keyto successful INSET was to ensure the balance bet-ween individual, group discussion and focusedobservations was maintained. The content of thethree courses was broadly similar, (fig. i).

Fig. (i) Course ProgrammeSession 1 An Early Childhood Curriculum and

the Needs of Young ChildrenSession 2 What are your children learning in

School?Organising the classroom

Session 3 Areas of Experience:The Role PlayCentre

Session 4 The Construction AreaSession 5 Sand and Water ExperiencesSession 6 Providing First hand experiences in-

side and outside the classroomSession 7 Aesthetic and Creative ExperiencesSession 8 Promoting literacy in the classroomSession 9 Assessing young childrenSession 10 Reviewing your practices and course

evaluation

The provision of active learning experiences, therole of parents and the requirements of the NationalCurriculum will be incorporated into all sessions.You will be encouraged to share experiences andreflect on existing practices. School-based taskswill be given weekly.

Teacher commitmentAll the courses required the teachers to attend

in some of their own time and to carry out a con-siderable amount of school-based work in the formof observations of children and diary records ofaspects of their own teaching. The level of atten-dance for all courses stayed consistently high thusdemonstrating the level of commitment by theseteachers. The NFER survey (Cleave et al. forthcom-ing 1991) emphasises the degree of commitmentshown by reception class teachers.

The role of the teacher in bringing about schoolimprovement has been well-researched (Stenhouse1975, Fullan 1982, Joyce and Showers 1983 and1987, Crandall 1983, Huberman 1983 and Schon1983, 1987). Change will not take place withoutthe support and commitment of teachers. The workof Stenhouse (1975) contributed widely to cur-riculum change and the development of teacherspractices. He argued thafthere was a strong rela-tionship between curriculum development andevaluation.

'Evaluation should, as it were, lead develop-ment and be integrated with it. Then the con-ceptual distinction between development andevaluation is destroyed and the two emerge asresearch. Curriculum research must itself be il-luminative rather than recommendatory as inthe earlier tradition of curriculum development'.

(Stenhouse, 1975 p. 22)

Kemmis (1986) suggests that a curriculum pro-gramme and its evaluations are highly interactive,not only in summative decisions but throughout theprocess of curriculum development.

Examplary PracticesTeachers can be exposed to exemplary practices

in several ways within an in-service course. For ex-ample, by watching videos of good practice (BBCINSET) and by including teachers on the coursewith a proven record of good practice, which wasfelt within these courses to be the most effectiveway of demonstrating good practice. Otherteachers will have the confidence to emulate thisperson. Similarly, if the presenter of the new prac-tice is another teacher, sharing similar experiencesa common collegial bond is formed and there tendsto be an increase in credibility.

TrainingTraining in the practice is the area where it is

possible to begin to distinguish features that are ex-clusive to the teachers of young children and to HE

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provided in-service. For the majority of early yearspractitioners training must be seen as integral totheir existing skills and competencies. The trainingtakes place alongside the teachers' increasingawareness of the needs of young children.

Schon (1987) calls this the 'reflective practicum'.It is based on the view that teachers can be'coached' but not taught what they must do. Thecharacteristics of this are:

i) a supportive climate to ensure teachersdevelop the ability and openness to share theirpractices and describe the competencies theyhave in the classroom;

ii) 'knowing in action' i.e. knowledge that isrevealed in intelligent action. Teachers them-selves would describe this as intuition. It isrevealed by teachers in their daily routines;

iii) 'reflect-in-action' i.e. when a situation arisesthat a teacher cannot readily resolve she/heeither brushes over it or, stops and thinks.

To enable the climate to be created within acourse that ensures that teachers do in fact beginto reflect on their own practice and consider theimplementation of new innovations the stance ofthe course tutor plays an important role. The neces-sary skills will be transmitted through a combina-tion of the teachers learning by doing, interactingwith fellow teachers and the tutor coach and the'background learning' that takes place in the group.Schon (1987) describes 'background learning' asall that goes on in the group: new habits; thoughts;and actions. The learning is achieved by exposureand immersion. Furthermore, the coach tries to findout what teacher understands, what her difficultiesare and what she already knows.

Some teachers feel threatened by a tutor's auraof expertise and respond to their learning predica-ment by becoming defensive and under the guiseof learning actually protect themselves from lear-ning. This has been described as the 'stance'(Schon 1987) towards the interaction. It is neces-sary for the teachers to 'unbind' (Argyris & Schon1974) and shed the sense of vulnerability that leadsthe teacher to become defensive. Has this been acharacteristic of much of the Cascade model of in-service training which has characterised mostNational Curriculum training in the past months?The teacher needs to be helped if unable toarticulate his/her confusion and encouraged to askquestions in an attempt to unbind the learning bind.This is a difficult task, but Schon describes thecompetencies needed by tutors to achieve this.Firstly; admission that one does not have all the

answers. This enables the focus to shift from theteacher to the tutor and thus opens up the dialogue.Handled sensitively this will lead to the teachersgenuinely sharing their concerns and feelings withother members of the group.

Administrative LeadershipA final requirement for the successful implemen-

tation of skills and/or knowledge acquired by ateacher on an INSET course is the strong supportexerted by the headteacher (Fullan 1982, Cox1983 and Huberman 1983). This support can bebest demonstrated by the headteachers active in-volvement in workshop sessions with the teacher.

The Context of the Research: the three LEAsThe courses to be evaluated were held in a Col-

lege of Higher Education in the North West ofEngland. The courses were held in the College fora group of 20 teachers from each LEA. The courseswere all of ten sessions duration and held weeklythroughout the term. The teachers attended someof the course in their own time. This research wascarried out between September 1988 and July1990. One of the central aims of the research wasto match the criteria of effective INSET as outlinedin the work of Crandall (1983), Joyce and Showers(1980) and Schon (1983 and 1987).

The Research DesignAn 'action research' model was adopted using

the definition of Cchen and Manion (1980):

'action research is the small scale interventionin the function of the real world and a close ex-amination of the effects of such evaluations,'

(p. 216)

The developmental strand to the evaluations wassignificant as the reflection on practice which wasencouraged with the teachers was similarly takingplace with the researcher and thus reinforcingStenhouse's (1975) view that evaluation leadsdevelopment and emerges as research. HMI (DES1991) write of the value to HE institutions of tutorsbeing increasingly involved with in-service:

'For many, the work extended their contactwith and knowledge of teachers, schools andLEAs, and consequently enriched their con-tribution to initial teacher training and research.In this way, providing INSET was in itself aform of INSET for tutors'.

(DES 1991, para. 42)

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Figure (ii) Evaluation Questionnaire

To help improve this course for a future group of teachers your comments on the following would bemost appreciated.

1. In what ways has the course benefitted your practice in school?

2. What were the strengths of the course?

3. What were the weaknesses of the course?

J-. What aspects of the course have helped you most?

5. What changes need to be made to the course for a future group of teachers?

Thank you for completing this questionnaire.

The evaluations were designed to highlight thefollowing: the teaching and learning conditionswithin the course with the focus on structure andrelevance of content to the needs of the teachersand the degree of implementation in school as aresult of course attendance. The evaluation in-struments used were adapted for each course.

The course members on all courses were givenan evaluation sheet to complete at the end of thecourse, (fig. ii) Teachers from LEA A and B werealso asked to identify the issues they wished tocoyer within the courses. Informal discussions atthe beginning of the course to tease out the needsof the teachers was felt to be more effective.

To facilitate triangulation teachers were inter-viewed in school several weeks after the comple-tion of the courses, the course tutor of the coursefor LEA C was interviewed and participant obser-vation notes made by the researcher for the samecourse were analyzed.

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Analysis of the EvaluationsAs stated earlier the evaluations aimed to throw

light on two strands: the degree of match betweenthe courses evaluated and the needs of the courseparticipants; and the change in practice followingattendance on the course. As already mentionedone can not attribute all change in practice to anin-service course. There are many factors which in-fluence the degree to which teachers innovate.Given that the teachers have support from theirheadteacher there is a stronger chance that thesechanges will occur. A lack of support by Head-teachers was a concern in one of the LEAs. Further-more, the researcher would suggest that absenceof one or more of the criteria can have an adverseaffect on the group dynamics of the course andultimately effect the degree of implementationfollowing completion of the course.

Negotiation of course contentThere were two issues needing to be addressed

before the teachers were ready to reconsider some

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of their own practices. Firstly, reception classteachers work in a variety of classroom settingswhere organisation for teaching and learning is like-ly to reflect the ideology of the school and may,in some cases, not provide the best environmentfor four year old children. It was necessary for theteachers to discover for themselves the inap-propriateness of some existing practices. Secondly,a common concern from the teachers was that theylacked the range of practical experiences for theirchildren and felt unable to increase these by lackof space. An example of how one of the evaluatedcourses addressed the limited range of experiencesin a reception classroom is given below.

'I must have all the tables in my classroom asthis is where all the infants have their lunch'.and,'I need a chair for all my children, as they needsomewhere to put their clothes when we havePE'.

were comments that reflected the views ofteachers reluctant to reduce the number of tablesand chairs in their room to create space for the roleplay area and sand and water play. Teachers gradu-ally began to realise that it would be very difficultto create the physical areas of learning and ex-perience in small rooms unless they consideredways of creating more space. Consequently, theywere given the opportunity to share their organisa-tional plans for the lay out of their classrooms andcollaboratively decide how more space for a widerrange of activities could be provided. This wasfound to be the most successful way of identify-ing the concerns of these teachers.

Exposure to Exemplary PracticesThere are a variety of ways in which teachers can

have good practice demonstrated to them. Themost successful for the teachers of four year oldswas through the presence of good practitioners onthe course.

'It'was good to listen to other teachers talkabout their problems and how they solvedthem. As a probationer I did not have this ex-perience to help me'.

The collaborative nature of the course must en-sure that teachers are encouraged to talk abouttheir own practice and the ways in which they dealwith particular situations in their own schools.These teachers were critical of the video as a vehi-cle for demonstrating good practice as there were.always too many unanswered questions.

'I didn't really find I got much out of those.I found that it was very false'.

These usually focused on the apparent lack ofchildren in the classroom setting.

The content and structure of the courseA course held over a period of time was felt to

be more valuable than concentrated weekend orblocked courses. A necessary prerequisite of in-service for these teachers is the opportunity toreflect on existing practices, replace some practiceswith others and be reassured that not all practiceneeds changing. The opportunity to return to schooland carry out a task with a group of children follow-ing an idea introduced on the course and reportback on the learning that took place was felt to beextremely beneficial.

'I have tended to look at groups playing withbricks and think they are just making a messand a noise. I didn't try to direct them. I justlet them get on with it. I realise the potentialthere now'.

Another teacher rediscovered some woodenblocks in the cellar and introduced them to herchildren. Her observations highlighted the longperiods of concentration demonstrated by herchildren as they constructed boats to escape fromthe sharks. There were reservations by someteachers however who felt that they were neglect-ing other curriculum areas to spend time talkingwith and extending the learning experiences in theblock play area. Support for the teachers whilst thisis happening is crucial to enable them to discoverthese concerns and offer alternative strategies forhearing children read which was the concern of thisteacher. There was some evidence that this sup-port was not always available in school because thedistinctiveness of a curriculum for young childrenand the need for a higher PTR was not readily ap-preciated by colleagues or headteachers.

It is important to recognise the value of allowingteachers to identify the areas that concern themwithin their own curricular provision. However,evidence from government and HMI Reports canprovide the impetus to introduce new practices. Toensure the teachers on the evaluated courses fullyunderstood the value of such practices to earlychildhood education the opportunity to carry outschool-based tasks and report back to the groupthe outcomes of this was essential.

The absence of these areas in some receptionclasses was due mainly to the teachers lack of

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knowledge as to the ways in which young childrenlearn most effectively and the kinds of experiencesmost likely to ensure this learning takes place. Theareas that came into this category were almost allthe 'play' based activities: sand; water; role play;construction play. Observation of children learningin these areas was demonstrated to the teachersvia videos, followed by discussion as to what thechildren were learning and the role of the teacheror other adult in ensuring this learning was takingplace. Acknowledgement of the provision of thesepractical activities in curriculum planning was im-perative in order to inform colleagues and head-teachers of the learning possibilities. The use ofvideos for this focused observation was wellreceived as it enabled teachers to share alternativeviews on the same children.

'I now have a new concept of the Home Cor-ner. There are quite exciting developments inprospect now'.

The teachers were given an observation task tocarry out back in their own schools and encourag-ed to report their findings the following week. Theoutcomes of this consistently highlighted the sus-tained spells of concentration very young childrendemonstrated: An example at the sand tray in par-ticular exemplifies this.

'He played with the dry sand for thirty fiveminutes. In fact it was the whole session. Hewas very involved with this and trying to makethe sand stay in a pile. It was difficult tounderstand what he was saying though. Buthe was so calm and engrossed I didn't wantto interfere'.

This provided the teachers with the opportunityto reflect on their practice and share those reflec-tions with other colleagues on the course. Thisechoes the findings of Barrett (1986) who cites thecomment made by a teacher following observationof the children in the classroom

'It certainly resharpens the mind and brings intofocus the professional side of our teachingwhich can get lost in the trivia of dailyhappenings'.

(Barrett p. 138)

Background reading relating to the practice wasgiven whenever possible. This was felt verynecessary to enable the teachers to acquire thetheoretical underpinning relating to the ways inwhich young children learn which is fundamentalto any reappraisal of practice in the early years

classroom.If appropriate, teachers were put in the position

of the learner. An example of this relates to thecreative area. Teachers were asked to draw a tree,house, dog or cat. The completed masterpieceswere displayed for all to see amid comments ofdismay and embarrassment. This, the course tutorexplained, is exactly what happens with children's.work. A follow-up to this approach started with theteachers being taken for a walk around theTeachers' Centre grounds where they were en-couraged to discuss what they saw and choosesomething they would like to draw. The com-parisons were made with their first attempts andit was decided that their children in school mightbenefit from the opportunity to observe at closehand familiar objects. The increased quality of thechildren's work was very evident. Several teachersspoke of their surprise that the children could pro-duce drawings or paintings of such high standard.

Support following attendance on a courseA further criterion of effective INSET relates to

the degree of follow-up the teachers have in schoolonce the course has finished. The teachers on thethree evaluated courses were not subject to anysystematic support, but the LEAs addressed thisin various ways. One LEA had a team of advisoryteachers for the early years who were informed ofthe teachers completing the course to enable sup-port to be given in that way. Another LEA recognis-ed that for some practices to change there neededto be extra resourcing and support exerted at aschool as well as authority-level. Consequently, acourse for headteachers was commissioned fromthe College of HE for the following year.

The courses evaluated for this research project(all) revealed the criteria be present in the threeevaluated courses. A concern of one teacher wasthat at last they were having the opportunity toconcentrate on concerns that are unique toteachers of young children. This came from a groupwhere few had taken the opportunity for any formof training since their initial training. It was univer-sally felt that much school based training was con-cerned with subjects of the curriculum and was ledby teachers with little or no early years expertise.

One of the underlying questions asked at theoutset of this research was whether it was possi-ble to identify distinctive characteristics of in-service for teachers of young children. The evalua-tions threw some light on this. What has emergedis that teachers of young children need the oppor-

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tunity to collaborate with one another as the suc-cess of in-service is dependent on the teachers hav-ing the opportunity to share experiences in amutually supportive atmosphere and try out newpractices and share the outcomes with colleagues.A lot of school-based INSET fails to do this.

Another question one is left posing is thatperhaps the short ten session course is insufficient-ly long enough to enable teachers to reappraisetheir philosophical understanding of the needs ofyoung children. To quote Lady Plowden.

'What is immediately needed is that teachersshould bring to bear on their day to day pro-blems, astringent intellectual scrutiny. Yet allgood teachers must work intuitively and besensitive to the emotive and imaginative needsof their children. Teaching is an art, and as longas that, with all its implications, is firmlygrasped, it will not be harmed by intellectualstiffening'.

(CACE 1967)

It is questionable whether the present INSET op-portunities are giving teachers the intellectual rigournecessary to articulate their practices. At a nationallevel funding for teachers to attend award-bearingcourses is virtually non-existent. What one canpredict is that the change in form of much of theINSET available as LEAs under GEST funding is pro-viding short term solutions through the provisionof shorter more cost-effective courses that may inthe long term do little to provide the 'intellectualstiffening' advocated by the Plowden Report.

The sustained presence in classrooms of thepractices which formed the foci of the coursesevaluated is dependent on the teachers clearunderstanding of the vital part such experiencesplay in the education of the young child in their firstyear in school. The courses that achieved thisthrough the course members continued reflectionon their own practices were the most likely to con-tinue with the practices. This finding has recentlybeen confirmed in the HMI Report (DES 1991) whodescribe successful HE INSET in the following way:

* the client group and the tutor(s) had clear andmutually agreed objectives;* the tutors were familiar with current practicein schools and could draw directly onclassroom experience and local knowledge;* tasks and assignments were set which en-couraged participants to reflect on their ex-periences during the course, to develop astronger sense of purpose and to recognise

possible applications in their own schools.

ReferencesAbbott, L. (1986) INSET for the Teachers of Young Children

in Sharp (1986) Four Year Olds in School: Policy and Prac-tice. NFER/SCDC Report.

Argyfis, C. and Schon, D.A. (1974) Theory in Practice: In-creasing Professional Effectiveness. San Francisco:Jossey Bass.

Barrett, G. (1986) Starting School: An Evaluation of the Ex-perience, AMMA (Assistant Masters and MistressesAssociation)

British Broadcasting Corporation (1989) INSET: The InfantCore Curriculum, a video.

Brown, S. and Early, P. (1990) Enabling Teachers to Under-take in-service Education and Training Slough: NFER

Cohen, L. and Manion, L. (1980) Research Methods in Educa-tion, London: Croom Helm

Central Advisory Council for Education Plowden Report(1967) Children and their Primary Schools, London:HMSO

Crandall, D.P. (1983), The Teacher's Role in School Improve-ment, in Educational Leadership, Vol. 4 1 , No. 3, p. 6-9.

Department of Education and Science (1989a) Circular 20/89Local Education Authorities Training Grants Scheme:Financial year 1990-91, London: DES.

Department of Education and Science (1989b) A Survey ofthe Quality of Education for four year olds in ReceptionClasses London: DES.

Department of Education and Science (1989c) Aspects ofPrimary Education: The Education of Children under FiveLondon: HMSO

Department of Education and Science (1991) The Implemen-tation of The Local Authority Training Grants Scheme(LEATGS) A Report by HMI

Eason, P. (1985) Making School-Centred INSET work.Routledge.

Fullan, M. (1982) The Meaning of Educational Change NewYork: Teacher's College Press.

Huberman, M. et al (1983) Innovation up Close: how SchoolImprovement Works, New York: Plenum

Joyce B. and Showers B. (1980) Improving Inservice Train-ing: the messages of research in Educational LeadershipVol. 37, No. 5 p. 375-385

Schon, D.A. (1983), The Reflective Practitioner London:Temple Smith

Schon, D.A. (1987) Educating the Reflective Practitioner.London: Jossey-Bass

Stenhouse, L. (1985) An Introduction to Curriculum Researchand Development, London: Heinemann

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