INSET for Primary Science in the National Curriculum in England and Wales: are the real needs of teachers perceived?

ABSTRACT This paper looks at current thinking about INSET and considers its relevance to the training of teachers to implement the science component of the National Curriculum in primary schools in England and Wales. The INSET which has been provided since 1985 under the Government's Education Support Grant (ESG) scheme is discussed in the light of the requirement of the 1988 Education Reform Act that primary school children should develop their knowledge and understanding of certain specified scientific concepts. The nature of the changes ESG INSET has brought about is discussed and some evidence of primary teachers’ attitudes to this form of INSET is provided. The issues are raised of whether this kind of training will be appropriate for the effective implementation of the National Curriculum and whether primary teachers’ own perception of their needs matches the actual demands which will be placed upon them when they come to teach the National Curriculum in the classroom. Examples are given of reactions to conceptual science of teachers who have participated in in‐depth interviews designed to probe their understanding of concepts associated with three Attainment Targets of the National Curriculum. The need for training which builds upon teachers’ existing, personal understanding of science concepts is emphasised and some features of appropriate INSET outlined.