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Abstract
This paper explores some possibilities for the improvement of teaching and learning in schools through in‐service education (INSET). The authors provide an analytical account of recent developments in this field and identify some of the central problems yet to be faced by INSET providers. They go on to describe the development of a model for a teacher‐centred, collaborative approach to INSET which addresses these problems. The relationship between different conceptions of teaching and learning and the INSET they engender is analysed in relation to the quality of teaching and learning. The paper concludes by describing how the model may help to provide genuinely cost‐effective INSET.