Implementation and evaluation of an EFL teacher training program for non-formal education settings

Arslan, Sezen; Mirici, İsmail Hakkı; Öz, Hüseyin

doi:10.17051/ilkonline.2020.729666

Cited by 5 publications

(5 citation statements)

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“…The similarity reflects the approach taken by both studies, i.e., basing content on identified needs. This is also confirmed by Arslan (2018) who suggests an ideal training program should be grounded on the teachers' needs with a focus on technology, classroom management and teaching skills.…”

Section: Findings and Discussionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

“…The related research sums up the advantages of online PD and INSET as flexibility in time and place, cost-effectiveness, and peer support (Arslan, 2018;Başaran, 2020;Kasap & Usul, 2018;Kabilan, 2004). Arslan (2018) suggests that, as teachers have tight schedules and great responsibilities, online training can offer some flexibility regarding time and place, such as the in convenience of working from home or another convenient place. Başaran (2020) argues that online training gives teachers opportunities to adjust the training according to their own pace and level by repeating, playing, and replaying the content of online training activities.…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of K-12 English Language Teachers on an Online In-Service Training Program

ÜSTÜNLÜOĞLU,

GÜN

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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This research was conducted in collaboration with the US Embassy Education Department located in Ankara and the Local Directorate of National Education (DoNE). The study aimed at designing an online in-service training program based on the needs and expectations of K-12 English language teachers; and to identify their perceptions regarding the online in-service-training program to make implications for the design of future online in-service programs. A needs analysis survey was conducted, resulting in an online program which included topic areas, such as use of technology, engagement of students in online classes, effective teaching and assessment of speaking and writing skills, use of drama techniques, professional development, the profile of next generation learners, as well as pedagogical approaches. The focus group meetings with the participant teachers at the end of the program revealed that the teachers in the study benefited from the online program in terms of improving their overall online teaching and assessment skills, contributing to their professional development, and improving their own language proficiency levels.

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Section: Findings and Discussionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Perceptions of K-12 English Language Teachers on an Online In-Service Training Program

ÜSTÜNLÜOĞLU,

GÜN

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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“…Implementation and evaluation of teacher training program is useful to help create better teacher training program (Arslan S. M., 2020). Teacher training program has proven to be useful to enhance teachers' knowledge and skill in teaching process (Chen, (2016); Postareff, Lindblom-Yla nne, & Nevgi (2008)).…”

Section: Teacher Training Programmentioning

confidence: 99%

A Portrait of Teacher Training Program for Tutors in Tuition Center in Indonesia

Ramadhani¹,

Florentinus²,

Utanto³

2020

IJCET

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Teacher training is a group of several activities conducted intentionally by a group of people or someone using many kinds of learning type to enhance capability, knowledge, experience and action to create meaningful learning. The aim of this study is to describe teacher training in tuition center. The method applied in this study is explanatory mixed method by Creswell. Data collection technique used are questionnaire, interview, observation and applied parametric inferential data for numerical data. The research result showed that even though tutors in tuition center are not from educational program, they still have high interest to teach. The existed training system is proven to be effective to teach pedagogical knowledge for tutors with non educational program. Training program for tutors are not systematic yet, therefore there is a huge oportunity and challenge for curriculum developer to create a curriculum for tutors in tuition center that can be use by all tuition center in Indonesia. This study proved that there is an urgent need of curriculum for teacher training program in tuition center and also become a reference to develop the curriculum. This study can be used as a reference for curriculum developer to create curriculum for tutors in tuition center.

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“…Without the implementation of a holistic evaluation, it will be difficult to describe what training activities are really successful and provide a good return on investment (ROI) for the company or vice versa Nullmeyer & Spiker, (2017). Most of the evaluation research currently available measures the level of satisfaction, learning, behavior, and outcomes of training conducted in offline training Arslan et al, (2020); measuring the level of readiness of participants and organizations in carrying out virtual training without linking it to improving the pedagogic quality of teachers Mohalik & Poddar, (2020).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Implementation of Virtual Synchronous Learning Moda in Teacher Training

Silmi K,

Dewi

2022

IJOMS

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Virtually based training is an alternative way for academics and training to equip students with the skills necessary for any career. The synchronous learning mode as a training mode is considered effective in improving the skills of digital educators, especially in the digital era of the 21st century. The use of this mode is increasing, but its effect on learning retention in teacher training has not scientifically proven. This study aims to implement a HOTS-based training program using synchronous learning media at an educational technology-based company. The research method used is descriptive-quantitative to obtain an overview of the implementation of the training from the aspects of reactions, cognitive understanding, and learning outcomes that are applied after. The results showed that the participants' reaction to the training followed by using synchronous learning mode were very good, there was a change in understanding related to HOTS learning between before training and before training it could be applied in the day-to-day teaching process.

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Implementation and evaluation of an EFL teacher training program for non-formal education settings

Cited by 5 publications

References 0 publications

Perceptions of K-12 English Language Teachers on an Online In-Service Training Program

Perceptions of K-12 English Language Teachers on an Online In-Service Training Program

A Portrait of Teacher Training Program for Tutors in Tuition Center in Indonesia

Evaluation of Implementation of Virtual Synchronous Learning Moda in Teacher Training

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