THE MAJOR PURPOSES OF INSERVICE TEACHER EDUCATION ARE (1) DISCUSSION AND EVENTUAL SOLUTION OF INDIGENOUS PROBLEMS, (2) PRESENTING NEW IDEAS AND METHODS OF TEACHING, (3) KEEPING UP TO DATE ON SUBJECT MATTER, AND (4) ORIENTING NEW TEACHERS, AND REORIENTING OLD TEACHERS TO NEW PHILOSOPHIES. THESE OBJECTIVES ARE CURRENTLY BEING MET BY INSTITUTES, CONFERENCES, CONVENTIONS, WORKSHOPS, FACULTY AND DEPARTMENTAL MEETINGS, CONSULTANTS, UNIVERSITY COURSES, CLASSROOM VISITS, ACTION RESEARCH, AND PROFESSIONAL ON-CAMPUS LIBRARIES. BARRIERS TO INSERVICE TRAINING ARE (1) ACADEMIC (THE DIFFICULTY OF GETTING CREDITS FOR NONACADEMIC WORK), (2) FINANCE (WHO IS TO BEAR THE COST), (3) CERTIFICATION (INAPPLICABLE STATE REQUIREMENTS), (4) ATTITUDE (THE LEARNER MUST NEED AND FEEL INVOLVEMENT WITH THE COURSE), AND (5) TIME (RELEASED-TIME, SUMMER SESSION, OR OTHER). AMONG THE ELEVEN RECOMMENDATIONS FOR THE JUNIOR COLLEGE ARE (1) FACULTY COMMITMENT TO INSERVICE EDUCATION, AND INVOLVEMENT IN SETTING UP THE PROGRAM, (2) SELECTION OF THE BEST TECHNIQUES, (3) PROVISION OF PROGRAMS THAT ARE REALLY NEEDED, RESOURCES AND TIME, (4) PROVISION OF INCENTIVES IN SALARY OR CREDITS, (5) CERTIFICATION OF COMPLETION OF THE PROGRAM, (6) VISITING AMONG TEACHERS, (7) ACTION RESEARCH, (8) POST-DEGREE STUDIES PERTINENT TO CURRENT CLASSROOM NEEDS, AND (9) TEACHER UNDERSTANDING OF JUNIOR COLLEGE OBJECTIVES. (HH)