In-service Teacher Training: Problems of the Teachers as Learners

Abstract

Teachers need to update their knowledge and skills on curricula, psychology, and pedagogy of the learners and new research on teaching and learning; hence, they need appropriate in-service training, as well. However, the professional development practices in which they participate are mostly irrelevant to what they need and stay just in theory. Current researches criticized the inadequacy and inappropriateness of the traditional methods of teachers' professional development. In this research, the views and the suggestions of the novice teachers were investigated on in-service training, which was arranged as a part of the induction program. This research is a descriptive study and the participants consist of 494 teachers who participated in teacher induction program. A questionnaire form was used including open-ended questions. The results showed that in-service training did not make any contribution to some teachers and their personal development. The negative views on the trainers and the setting where the in-service training was conducted are other significant points for the evaluation. Therefore, it can be suggested that the planning process should be carefully carried out in order for inservice training to be effective and sustainable and the andragogy principles should be taken into account in organizing the teaching and learning process.

Male and Female University Students’ Perceptions of an Effective EFL Teacher

“…Learning a language represents a challenging and complex process of mastering language systems and skills (Brković, Kardum, & Togonal, 2021;Hundarenko, 2019;Kapranov, 2019;Mulyadi, Arifani, Wijayantingsih & Budiastuti, 2020;Sides & Cuevas 2020;Stognieva, 2020;Štubňa, 2019). Undeniably, language teachers occupy a substantial role in delivering success to language teaching environments (Başal, 2014;Tuncel & Çobanoğlu, 2018). Foreign language students and teachers may have rather similar or different attitudes towards effective language teaching, and the intersection of the two sets has implications for language learning and the effectivity of teaching (Moradi & Sabeti, 2014).…”

Developing Higher Order Thinking Skills (HOTS) – Based Questions: Indonesian EFL Teachers’ Challenges

“…He, further, says that the questions teachers ask decide the way in which their students' thinking goes. Ayvaz-Tuncel & Çobanoğlu (2018) believe that teachers need to reflect their own pedagogical competence including planning to the evaluation process at the classroom context. The statement is in line with Moodley (2015) who says that the quality of teachers is measured by their performance in developing good assessment tasks.…”

Teachers’ Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder

“…Researchers have found that direct training may be superior to indirect training for increasing the probability that teachers acquire proper skills and maintain implementation over time (e.g., Dufrene et al, 2014 ; Sterling-Turner et al 2002 ; Stormont et al, 2007 ). To ensure teachers maintain skills over time, training should be a continuous and direct process (Ayvaz-Tuncel and Çobanoğlu 2018 ).…”