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and therefore, more deeply ingrained. This barrier includes teachers’ apparent unwillingness or reluctance to embrace ICT as a means towards improving teaching and learning.

So are you for it or against it?

Follow-up

In the INSET strategies model for professional development by O’Sullivan (2002), follow-up is a very important part of an effective and continuing professional development programme. There are many empirical studies in the literature which strongly support follow-up as an effective strategy to implement the new ideas and styles in classroom practices. Studies have proved limited implementation of training in classroom in the industrialized countries (Yoger, 1997). As Beeby (1980) observes, ‘without continuing encouragement and support (upon completion of workshops and courses), the average teacher has a remarkable capacity for reverting back to old practices under a new name’, (p. 466). When teachers receive training followed by classroom observations and feedback, there will be more encouragement for them to take up the new strategies of instructions and implement them effectively in their classes. Harvey’s (1999) study showed that ‘teachers who received coaching made substantial changes (in their classroom teaching), whereas most teachers who received workshops only remained similar to the controlled group (who received no training)’, (p. 191). So the experts who organize professional development have an extensive role of follow-up to bring a real change in the old practices of teachers in their classroom. Spark’s study (1981) found that, ‘unless those who organize in-services training visit the teachers in the classroom following the in-service training, little transfer of knowledge takes place’ (p. 192). So there must be a systematic and regular follow-up programme followed by any professional development session. O’Sullivan (2002) suggests follow-up strategies by the trainer such as lesson observation, learner assessment, progress meetings, check list, trainer role and demonstration lesson. He also provides teacher follow-up strategies such as workshop handouts, diaries, and self evaluation forms and peer coaching.

Change in teachers’ attitude

Another aspect of professional development which I would like to analyse in light of the literature is how teachers’ attitudes and beliefs towards professional development will be changed. As Guskey (2002) states, ‘professional development programmes are systematic efforts to bring about change in the classroom practices of teachers, in their attitudes and beliefs, and in the learning outcomes of students’ (p. 2). I feel it is important to understand this because in my school some of the initiatives which I put forward in professional development, to an extent did not see much fruit due to the negative attitude of some of the experienced teachers. I think it may be that they believe their existing practices are sufficient and there is no strong evidence for them to change. In my search for literature in this area, I could only find a limited number of published works. One of the works was published by Guskey (2002). He strongly argues that it is crucial for a professional development programme to bring change in the attitude and beliefs of teachers for effective changes to be brought in their classroom practices. He denotes two crucial factors for the failure of p