This article begins by describing the national context in which a regional modern languages project was conceived. The aims of the project are set out as are the means by which monitoring and evaluation took place. The main focus of the article, however, is the perceptions and emotions of the teachers involved, both as clients of an in-service programme of professional development and as writers of language teaching materials for the 16-19 age range. The evidence gathered through open-ended questionnaire responses and diary entries reveals an interesting spectrum of feelings. It also underlines the benefits of networking and the importance of external support for writing activities. The positive outcomes in terms of curriculum developments at institutional level are listed in a brief conclusion. © 1993.
Author Keywords
Index Keywords
