A Qualitative Research on the Contribution of In-Service Training to the Vocational Development of Teachers

Autor/in	Cömert, Melike
Titel	A Qualitative Research on the Contribution of In-Service Training to the Vocational Development of Teachers
Quelle	In: Journal of Education and Training Studies, 6 (2018) 7, S.114-129 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Inservice Teacher Education; Teacher Attitudes; Faculty Development; Case Studies; Qualitative Research; Middle School Teachers; Semi Structured Interviews; Teaching Skills; Teacher Competencies; Program Effectiveness; Teacher Characteristics; Intellectual Disciplines; Classroom Techniques; Teaching Methods; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerfortbildung; Lehrerverhalten; Case study; Fallstudie; Case Study; Qualitative Forschung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Geisteswissenschaften; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Türkei
Abstract	The objective of the present study is to determine the teacher views on in-service training regarding its contribution to the vocational development of teachers. The sample of the study, which was designed as a case study from qualitative research methods, consisted of 35 field teachers from 7 middle schools in the Battalgazi district of Malatya province in Turkey. The data were collected by the researcher through a semi-structured interview form presented to the teachers. The data obtained in the present study were analyzed by content analysis method. In the present study, the contribution of in-service training on the vocational development of teachers, subjects that required training, and the individuals who were required to provide training, were determined as the three main themes. It was identified that in-service training did not contribute to the vocational development of teachers due to the theoretical nature, superficial expression, lack of solutions, and exclusion of teachers as participants. According to these findings, it is possible to organize trainings that focus on solutions, different methods and techniques, focus, that are solution oriented and involve participants more. In addition, it was revealed that in-service training did not contribute to the vocational development of teachers since it was considered as a formality and is compulsory through signing participation documents. In this respect, it was determined that the proposals, which are frequently mentioned in scientific research, regarding the provision of in-service training to teachers appear to be invalid and fall short in terms of its goals. With respect to the finding that including the specialists, ministry experts, academicians, volunteers, experienced teachers and supervisors, who provide instruction in in-service training, within the process would be more efficient, thus a more active role could be assigned to these individuals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01