The effectiveness of one in-service education of teachers course for influencing teachers' practice

A four-day Drama in Education Inservice Education of Teachers (INSET) course, conducted at the University of Ostrava, Czech Republic, is evaluated in the context of indicators identified by various authors, but particularly in relation to the typology of INSET outcomes developed by Harland and Kinder. Data were collected by means of three, staged questionnaires and selective interviews conducted eighteen months after the course ended. It is argued that the data reveal evidence that, in meeting six of Harland and Kinder’s items, the course succeeded in creating the right conditions for the work undertaken to impact positively on the teachers’ practice.