Changing Practice through Consultancy‐based INSET

This article is based on a case‐study evaluation of the work of a team of language advisory teachers who adopted a consultancy role in order to become more effective change agents. It was found that the success of the team's new way of working was largely dependent upon certain organisational preconditions and the quality of the relationships forged with schools. The consultancy role was valued by teachers for the ways in which it facilitated the exchange of ideas and collaborative decision‐making. Participation in school‐based INSET required school staffs, headteachers and advisory teachers to develop new skills.