The 15 papers in this publication are grouped under three categories: issues in inservice education, intervention strategies, and institutional approaches. The major issues raised are: (1) What are the key issues in inservice education? (2) If some issues are deemed more important than others, who has the right and/or power to decide which, and in what order, problems should be tackled? (3) What criteria do teachers use when defining their problems, either at an individual or school level? (4) What criteria are used by agencies external to the school when defining school-based problems? (5) What are the best methods of achieving solutions to these various problems? (6) How are the teachers to be motivated to explore these issues for themselves? and (7) What are the best methods of evaluating the quality and success of inservice programs? Authors from the Netherlands, the United Kingdom, Denmark, and West Germany discuss the design, operation, evaluation, location, length, and mode of assessment of courses which influence teacher attitudes and provoke changes in innovation. (JD)