Class teachers’ experiences in implementing innovative teaching methods within the in-service training programmes

Foreign language teachers’ language competence and knowledge is one of the key factors contributing to the success of instruction as it ensures the provision of a good quality teaching. Therefore, developing this aspect of a teacher’s experience is indispensable in in-service teacher training. The present study is a critical diagnosis of in-service training programs and activities offered to English language teachers in the Kingdom of Saudi Arabia. It aims to investigate whether those teachers are satisfied with their in-service training programs and activities. English language teachers, school head teachers, and EFL educational supervisors participate in this study. To achieve the aim of the study, the researcher follows the qualitative research method where he uses the interview as an instrument for collecting data from participants. The findings of the study reveal that the EFL teachers are not satisfied with their in-service training programs and activities and that the in-service training offered to them is ineffective and does not fulfill their needs. The study also proposes some developmental recommendations and suggestions.

To guarantee high-quality instruction and enhance student learning outcomes, teachers' professional development is crucial. The objective of this study was to assess how well in-service teacher training programs contributed to the professional development of primary school teachers in Pakistan's Kohat district. A sample of 300 teachers chosen by stratified random sampling was used in a quantitative study design using a survey method. A structured questionnaire consisting of 15 Likert scale items was used to gather data on topics like teacher confidence, leadership abilities, dedication to lifelong learning, teamwork, and training relevance to classroom requirements. According to the results, in-service training programs greatly raised teachers' motivation for ongoing professional development, strengthened their leadership roles, and increased their professional competencies and confidence in teaching difficult concepts. Training programs' statistically significant effects on overall teacher professional development were confirmed by inferential analysis (p < 0.001). The study comes to the conclusion that effective in-service training programs that are tailored to the particular context are essential for empowering educators, encouraging teamwork, and raising the standard of instruction in elementary schools. To maintain the benefits of training, it suggests ongoing assistance, hands-on learning opportunities, and follow-up mentoring. Policymakers, school administrators, and educational planners looking to create more effective teacher development programs can learn a lot from these findings.

The study sought to determine the relationship between pre-service preparation for the in-service training program for teachers and teachers' teaching performance at Opol Central School in the Division of Misamis Oriental for the School Year 2024-2025. A descriptive-correlational research method was utilized, and the Statistical tools used in the study were the mean to determine the extent of pre-service preparation for in-service training for teachers and the frequency to determine the level of teachers' teaching performance. Pearson's r was used to assess the significant relationship between teachers' teaching performance and in-service training. Results showed that in-service training for teachers provided them with the opportunity to re-evaluate different learning opportunities for learners; teachers' teaching performance was outstanding; in-service training and teachers' teaching performance were not correlated. In summary, to enhance teachers' competence and proficiency, it was recommended that the school head conduct in-depth coaching and rigorous teaching supervision. Consequently, to enhance teachers' teaching performance, the school head should tense mostrongn for teachete encourage teachers with the different Subsequently, to improve the conduct of the in-service training program, the school head and master teachers should develop a framework that includes topics for the school-based learning action cell (SLAC) that are research-based, that is, on the actual professional development needs of teachers.

The In-service Training Department of the Ministry of National Education is responsible for the teachers' in-service training at the preschool, primary and secondary education levels in Turkey. Important developments in in-service training have occurred since 1960: the foundation of the In-service Training Department. In 2000, 4292 in-service training activities were held locally as well as centrally. A total of 213,444 teachers attended these activities. However, in a survey, it was found that although most of the teachers stated they needed professional development, only a small number of teachers attended in-service training programs willingly. Today, in spite of the developments, there are still some important problems to be solved and essential measures to be taken about the in-service training of teachers in Turkey.

The In-service Training Department of the Ministry of National Education is responsible for the teachers' in-service training at the preschool, primary and secondary education levels in Turkey. Important developments in in-service training have occurred since 1960: the foundation of the In-service Training Department. In 2000, 4292 in-service training activities were held locally as well as centrally. A total of 213,444 teachers attended these activities. However, in a survey, it was found that although most of the teachers stated they needed professional development, only a small number of teachers attended in-service training programs willingly. Today, in spite of the developments, there are still some important problems to be solved and essential measures to be taken about the in-service training of teachers in Turkey.

The objective of this study was to evaluate the impact of an in-service training program on nurses' performance in minimizing chemotherapy extravasation. Quasi-experimental (Pre /Posttest) research design was utilized to conduct this study. The study was conducted at the internal medical oncology departments at South Egypt Cancer Institute. A convenience sample was used to select all available nurses working in medical oncology departments (40) nurses. Data was collected by using a pre/post questionnaire sheet for nurses' knowledge, Pre/post observation checklist for nurses' practice, and an in-service nursing training program on nurses' knowledge and practice for minimizing chemotherapy extravasation. The majority of nurses have attained any training program related to chemotherapy extravasation in their last 10 years of educational and professional training, There was a Positive correlation between nurses' knowledge scores pre and post-implementation of in-service training program with ±SD mean 23.77±.97 and with P. value <0.001** There were highly statistical significant differences between total score checklist nurses' practice pre/ post implementation of in-service training program on nurses to minimize chemotherapy extravasation through mean 234.97± .15 and Value < 0.001**. The In-service training program had statistically significant improvement on totally nurses' knowledge and practice on minimizing chemotherapy extravasation.

The purpose of this research is to examine the mathematical reasoning competencies of mathematics teachers. As part of the research, mathematics teachers received in-service training in mathematical literacy. Following the training, classroom practices were conducted by these teachers using course modules designed in alignment with the training content. Due to the COVID-19 pandemic, the in-service training and training practices were conducted via online meeting platforms as distance education. In this research, conducted using the case study method, data were collected through open-ended reasoning tests and a mathematical reasoning basic concepts test. As a result of the research, it was found that the in-service teacher training and training practices delivered through distance education in the field of mathematical literacy had a positive impact on the mathematical reasoning competence of mathematics teachers. While most of the teachers showed a decrease in their scores on the reasoning test administered after in-service training, they achieved their highest score after training practices they implemented in their own classes. The mathematical reasoning basic concepts test conducted after the training practices indicated that the teachers’ perceptions of mathematical reasoning reached a high level.

This study examined the impact of in-service teacher training on classroom teaching of secondary teachers in the region of Imphal, Manipur. A self-made questionnaire was the tool used for data collection from 287 secondary teachers of government secondary schools spread over two districts. The findings that emerged from the data analysis perceived the programme as useful and of importance to the teachers. The training which the teachers received positively affected different phases of classroom teaching. Hypothesis testing was done through Linear Regression analysis which shows that there is significant relationship between in-service teacher training and the different phases (pre-active, interactive and post active phases) of classroom teaching. The study recommends that in-service training is an essential part of a teachers’ professional growth and teachers on the other should strive to make their classroom transaction more significant in all the phase of teaching.

Content and language integrated learning (CLIL) has been adopted in many countries as an attractive methodology to enhance both subject and language teaching. Successful implementation of CLIL is preconditioned by the availability of qualified CLIL teachers, which can be ensured through both pre-service and in-service teacher training. The article introduces a case of designing and implementing an in-service training course of CLIL methodology for English as a foreign language (EFL) teachers in Estonia. The results of a one year-long longitudinal study of EFL teachers’ professional development in CLIL methodology (2018–2019) have been used to develop and implement a needs-analysis-based CLIL in-service training course for a wider community of teachers of English in Estonia (2019–2020). The approach to designing such a tailored in-service training course of CLIL methodology can be applied by teacher educators in other educational contexts and countries.

The present study was devoted to acquiring complex information regarding in-service teacher training (INSETT) and evaluating the most relevant topics in the future through a bibliometric analysis. Data mining was performed using the "in-service teacher training" keyword as input to the Scopus database, as it is considered a complete and ideal data source. The VOSviewer software was employed as an analysis tool to visualise networks of authors, countries, journals and keywords. A total of 541 analysed documents have been published from 1954 to 2022. The number of in-service training publications fluctuates due to the author's productivity. The peak was in 2021, with a total of 33 articles. The most productive countries that publish INSETT documents were the United States and some European countries, while Indonesia is in the big 40. Guglielmo Trentin and Kleopatra Nikopoulou were the authors who produced the most documents and many citations. The INSETT topic has greatly been published by the Procedia Social and Behavior Science supported by Routledge publisher. The Journal of Teaching and Teacher Education has referenced topics with a great link strength with INSETT. The most frequent themes include teacher training, personnel training, "e-learning", continuing professional development, information and communication technologies and open distance learning.

Effectiveness of these in-service training ensure the productivity of special education teachers and ultimately betterment of teaching-learning environment in the special education institutes. The research titled; issues encountered by master trainers using sign language skills In Punjab, acquisition occurred during in-service training for special education teachers at the district level. The study investigated the obstacles encountered by master trainers when providing special education teacher training, as well as the administrative issues encountered by master trainers during imparting training to special education teachers. The current investigation was descriptive in nature. The data was collected from Special Educators (HI) serving in special education institutes of Punjab through a self-constructed questionnaire which comprises of 32 statements. Instrument was validated through expert opinion and through chronbach Alpha test. The sample of the study was comprised on 100 teachers of students with hearing impairment of which 69 females and 31 were males teachers serving in special education institutes of Punjab. Sample was taken from 5 division of Punjab Lahore, Gujranwala, Rawalpindi, Sahiwal, Multan and 20 teachers from each division. Descriptive and inferential statistics were used to code the data and analyse it. The major findings revealed that it takes time to establish such techniques and materials to fulfil the demands of special education teachers throughout training. This research was very helpful in bringing new inclinations in the Department of special education for providing a balanced approach towards the professional and personal needs of teachers and trainers. It also helps to understand that teacher training is a difficult, multi-layered undertaking that must be carefully planned, implemented, and critically evaluated against the desired goals. Conclusions were reached, and recommendations were made to the department of special education's management (in-service teacher training college).

This study addresses the urgent need for effective in-service training programs that enhance teaching practices and provide insights for optimizing school training plans and improving educational quality. It aimed to assess the impact of in-service training on teaching practices among teachers. Specifically, it examined respondents’ characteristics, evaluated in-service training levels across professional dimensions, pedagogical aspects, coaching and mentoring, and monitoring and evaluation, and assessed teaching practices in classroom management, technology integration, teaching strategies, and students’ self-management. It also analyzed relationships and differences in these variables based on respondents’ characteristics. The study involved 400 regular teachers from the San Fernando District of Bukidnon Division during the 2023–2024 school year. Using a patterned and modified questionnaire, the research employed a descriptive correlation design and universal sampling. Data were analyzed using descriptive statistics, T-tests, Pearson Correlation Coefficient, and one-way ANOVA. Findings revealed most respondents were Teacher I with baccalaureate degrees. Pedagogical aspects and technology integration scored highest. A significant relationship was found between professional development, monitoring, and evaluation of teaching practices, with notable differences based on educational attainment, training, and experience. The study concludes that factors beyond in-service training may shape teaching outcomes and recommends strengthening training program monitoring and evaluation to enhance instructional practices.

Background: In-service training (INSET) is a cornerstone of Teacher Professional Development, aimed at updating pedagogical knowledge and skills. This study examined the relationship between in-service training and teacher performance in this context. Methods: A cross-sectional, mixed-methods correlational survey design was employed. A sample of 108 respondents (101 teachers and 7 head teachers) from 10 public primary schools was selected using stratified and purposive sampling. Data were collected via questionnaires, interviews, and documentary review. Results: Demographic data revealed a predominantly female (58.0%), middle-aged (40.0% aged 30-39), and professionally qualified workforce, 50.0% held a Diploma in Education. Education: The study found a significant positive correlation between in-service training and teacher performance (r = 0.68, p &lt; 0.01). However, descriptive findings indicated that INSET was limited, irregular, and of low perceived quality. Teachers reported inadequate training materials, lack of follow-up support (Mean=2.0), and poor alignment with the curriculum (Mean=2.1). Qualitative data from head teachers confirmed these challenges, citing infrequent district-level training and insufficient institutional support. Recommendations: It is recommended that in-service training programs be made more continuous, school-based, and practical. Training content should be co-designed with teachers to ensure relevance to classroom realities, with a strong emphasis on follow-up mechanisms to reinforce learning. Conclusion: While in-service training has a strong potential to enhance teacher performance, its current implementation in Kakiri Sub-County is ineffective. A shift from ad-hoc workshops to a structured, supportive, and relevant INSET model is crucial for improving instructional quality.

Purpose – This article aims to assess the awareness among educators of strategies put in place for peer teacher evaluation (PTE), and training opportunities availed to them in relation to PTE. Design/methodology/approach – The study was conducted in secondary schools in three selected districts of Western Province of Kenya using a descriptive survey design. Data were collected from school principals, senior teachers, heads of departments and teachers using questionnaires, interview schedules and a document analysis guide. Findings – The findings generally revealed that though all schools where PTE was practised had made some attempts to organise some awareness programmes, they were not focused as evidenced in the varied reasons that were provided to show why they were organised. The study also established that less than half of the teachers had been exposed to in-service training opportunities. Research limitations/implications – There is scarce literature based on empirical studies focusing on school-based teacher evaluation (SBTE). Most of the studies the author was able to access were descriptive and on teacher evaluation in general. Consequently, most recent studies in Kenya, for example, tend to focus on topical issues like HIV/AIDS, gender, Free primary education and how they impact on curriculum implementation while what goes on in the classrooms is ignored. Practical implications – Identifying and analysing awareness strategies and in-service teacher training related factors that hinder and/or promote PTE may help in strengthening the practice if the recommendations of this study are implemented. Findings of this study if accessed may provide information to policy makers both at national, local and school levels in Kenya on the practice of PTE. National and local policy gives legality to PTE while school policy directs the process and procedures for the practice at school level. This study also provides a theoretical knowledge that precedes the practice of PTE. Social implications – Peer Teacher Evaluation embraces characteristics such as collaboration, collegiality and dialogue and so can enhance positive working relationships among teachers. Teachers in the classroom are known to maintain cultural norms of privacy and individualism. Peer Teacher Evaluation being teachers evaluating each other, therefore, removes the culture of privacy and individualism. If well practised, it may promote rapport and trust among teachers. Originality/value – The study analysed the level of awareness and in-service training of teachers on PTE which is one of the modes of SBTE in secondary schools with the purpose of coming up with suggestions that may help bring about improvement in the practice in order to strengthen it in schools.

PurposeThe purpose of this study was to compare teacher’s empowerment systems based on in-service trainings.Methodology The present study was practical in terms of purpose and qualitative research in terms of data collection using a four-stage approach introduced by George. Z. Brady and John Stuart Mill’s method of agreement .The statistical population included countries (Canada, South Korea, Japan, Finland, and Australia, due to the absence of African countries in the ranking, Malaysia due to its close cultural and political context) according to the ranking in Legatum Success Index (2019) and the characteristics of pre-service and in-service teacher training (Arthur Donald chaker and Richard Hines, 1997) that was selected based on purposive sampling .The information needed to answer the questions of this research has been collected through library documents, research reports, encyclopedias and university statutes, and site searches.Findings Research findings show that teacher’s professional development should be considered as a process system and their professional development should be systematically designed, supported, budgeted and reviewed. This system should promote and make teachers effective.Conclusion Each country’s principals and officials considering regional requirements along with upstream documents implement different measures and programs to improve the quality of teacher’s empowerment programs