The purpose of this study is to survey the following three questions. (1)What are the perceived INSET needs of ELT teachers in Taiwan. (2)To what extent, do the ELT teachers perceive that the provision matches their needs. (3)How can the INSET provision be made more helpful, relevant, or appropriate to their needs. The study was conducted by using an open questionnaire and a semi-structured interview with Taiwanese ELT teachers either being in Taiwan or studying in the U.K. currently. The result shows that ELT teachers in Taiwan have reflective attitudes towards their teaching development but the INSET provision for these teaches seemingly cannot match the needs suitably. In other words, there is a huge gap existing between ELT teachers’ perceived INSET needs and the INSET provision in Taiwan. In suggestion, constructivism views on designing INSET courses, context-based action research, and a more positive attitude towards INSET from the school may abridge such a gap. 本研究之主要目的在於調查下列三項問題：（壹）、台灣的英語文老師本身所 認知的在職進修教育需求為何，（貳）、英語老師認為現今所提供的在職進修教育 符合其所需的程度為何，及（參）、提供給英語老師的在職進修教育應該如何改善 使其更有益處、相關性和適合其所需。本研究採用開放式問卷及半結構性的訪談 進行調查、研究對象為在英國進修的現職台灣英語教師和現今在台灣的第一線英 文教師。研究結果顯示這些英語老師對其本身的在職專業成長存有反思的能力及 態度，然而現今政府所提供的在職進修教育卻又似乎無法精準的符合其所需求， 也就是說英文教師所認知的在職教育進修的供需之間存在著極大落差。本研究提 供下列建議以彌補此認知的差距：以建構性主義的角度來設計在職進修教育的課 程內容、教師從事學校本位的行動研究及學校行政系統對教師從事在職進修採取 更積極促成的態度。
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