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Facilitating Teacher Development Through School - Based Inset

This study examines how school-based in-service education and training (INSET) can facilitate sustained teacher professional development in Malaysia. It addresses a problem of practice arising from the limitations of one-shot, transmission-oriented courses, particularly their weak connection to teachers' classroom contexts, limited follow-up support and restricted opportunities for teacher agency. The study adopts a practitioner-oriented, conceptually informed approach that combines critical engagement with the literature, reflection on Malaysian INSET practice, and an exploratory questionnaire survey involving 12 Malaysian educators. The survey is used illustratively to examine teachers' perceptions and expectations of INSET rather than to make population-level claims. Drawing on reflective practice, exploratory practice, action research, collaborative learning and school-based professional development, the thesis develops a blueprint for an ongoing practitioner-centred INSET programme.