GIFT

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.

Increasing interest in geology on the part of the general public, as seen, for example, in the growth of mineral clubs, fossil-hunting groups, and university and museum extension courses, warrants greater support from geologists in the years ahead. The cooperation of the national and local geological societies in setting up adult education programs with public and private school organizations and in-service training for school teachers will be needed. Geologists also have a responsibility for strong support and development of educational programs set up by the National Park Service, state and provincial surveys, and local organizations. Moreover, it is expected that there will be expanding opportunities for adult education in geology through greater use of educational television. In addition to its intrinsic value, such education might well produce a public that is ready and willing to support geological research and the development of earth sciences. Furthermore, the collaboration of scientists and amate...

This systematic literature review addresses the pivotal role of in-service teacher training (INSET) in empowering educators to navigate the complexities of modern classrooms effectively. As educational landscapes continually evolve, teachers encounter diverse challenges necessitating ongoing professional development. The study aims to systematically analyse the existing literature to assess the efficacy of INSET programmes in equipping teachers with essential skills and strategies. By scrutinising a range of scholarly sources, including research articles and academic journals, the research synthesises insights into how INSET initiatives enhance teachers’ pedagogical practice and their ability to address contemporary educational challenges. Notably, it examines factors such as technological advancements and diverse learner populations, underscoring the imperative for teachers to adapt continually. Through this review, the study aims to offer a comprehensive understanding of both the strengths and limitations of current INSET practices. The findings hold potential implications for policymakers, educational institutions, and practitioners, informing the development of more tailored and effective INSET programmes. In conclusion, this systematic exploration seeks to elevate the quality of teacher training initiatives, thereby enriching students’ educational experience in today’s dynamic classrooms.

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 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.

Purpose: One of the critical issues in addressing migrant students is the improvement of cultural adaptation. Therefore, the objective of this study was to analyze the drivers for enhancing cultural adaptation in addressing migrant students through education. Methodology: This study was applied in terms of its objective and utilized a mixed-methods approach (qualitative and quantitative) in terms of execution. The study population in both sections consisted of managers and teachers familiar with the research field, from which 18 individuals were selected as samples based on the principle of theoretical saturation using purposive sampling. The research instruments included literature review, semi-structured interviews, and a researcher-made questionnaire. Initially, experts were interviewed, and then 15 of those who expressed willingness evaluated the importance of the extracted drivers. In this study, the coding method was used to identify the drivers for improving cultural adaptation in addressing migrant students through education, the importance and uncertainty method to identify key drivers, and the structural analysis method using MICMAC software to understand the influence of the drivers. Findings: The findings indicated that the most important drivers for enhancing cultural adaptation in addressing migrant students through education were, in order, training managers on how to interact with migrant students, short-term training for teachers, training all students on how to interact with migrant students, training parents on how to teach communication principles with different cultures, training teachers by school managers, short-term training for school managers, training managers on how to deal with errant teachers, training migrant students on how to handle other students' behaviors, in-service training for teachers, training teachers through brochures, and training migrant parents to enhance their children's communication skills. Additionally, the drivers' impact levels were ranked, with the training of parents on communication principles with different cultures, training managers on interacting with migrant students, training managers on dealing with errant teachers, training migrant parents to enhance their children's communication skills, training all students on interacting with migrant students, short-term training for teachers, in-service training for teachers, training teachers by school managers, short-term training for school managers, training teachers through brochures, and training migrant students on handling other students' behaviors being the most influential. Conclusion: Cultural specialists and planners in the country can utilize the identified drivers from the present study, considering their importance and impact, to improve cultural adaptation in addressing migrant students through education.

Given existing semantic and terminological diversity, the purpose of this chapter is to construct a conceptual delimitation between photovoice and photo elicitation, as well as to identify how both have been implemented in in-service teacher training, demonstrating their value in this field. The two procedures are compared from conceptual and methodological perspectives, and the most pronounced differences are situated in the context of the research paradigms of which they are a part. To research the incorporation of these two methodological processes into teacher training, major Spanish and international databases specialized in education and multi-disciplinary databases were consulted. It is observed that the impact of both photovoice and photo elicitation on this type of training is emerging and recent; however, the value they offer to both these teachers and education in general is noted, as they facilitate personal and professional growth by incorporating theoretical and practical cognitive components, with the values they imply. Finally, a paradigmatic approach is offered for optimized development.

A training program which would adequately meet the needs of the special teacher developed gradually. Many of the earlier courses for special education were given only in summer schools or as evening and extension courses from large centers-courses usually sponsored by some professional society or by a state legislature. As the demand for special teachers grew and undergraduate students without teaching experience began to elect special education, an organized and recognized curriculum evolved and became accepted in the day program of the colleges during the regular school year. The growth of the educational facilities for the training of teachers of exceptional children may be rather dramatically demonstrated by the figures reported by surveys over a period of years. In 1926 an early survey by Elledge (8) listed eight private and public institutions which had done outstanding work in the training of teachers of special classes. Coxe and Ross (5) in 1929 published a more complete compilation of material relating to opportunities for the preparation of teachers of exceptional children in the United States. They reported a total of forty-three institutions which purported to contribute to the training of special-class teachers. Included in this list were twentyone universities, twelve teachers' colleges, five private institutions, four state residential institutions, and one liberal arts college. Twenty-one of these institutions were designated as

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.

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.

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.

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.

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.

Teacher in-service training is one of the ways to introduce innovative solutions to teaching, whereby obtaining an insight into teachers? experiences proves to be vital for understanding this process. In our country, the studies dealing with this problem are fairly rare. Using this as a starting point, the aim of our study was to obtain an insight into class teachers? experiences in implementing innovative teaching methods during the in-service training programmes whose focus was on encouraging the cooperation and creativity of students during classes. This study is a part of a more extensive experimental research that was conducted at a primary school in Belgrade within the Trefoil educational model. The sample included eight first-grade and second-grade class teachers, whose conversations, which took place during ten meetings of the teachers? board, were analysed. A qualitative thematic content analysis was used in data processing. The results indicate that the previous knowledge and experience of class teachers, as well as their implicit pedagogical beliefs, are important factors which determine the successfulness of the implementation of innovative solutions in teaching. The implementation of innovative methods in teaching and the exchange of experiences with colleagues and the facilitator during the in-service training have contributed to the re-examination of class teachers? implicit pedagogical beliefs and the shift in their work with respect to motivation, effectiveness, cooperation with colleagues and implementing a differentiated approach in teaching. Class teachers? perceptions also point towards the positive changes when it comes to students? motivation and their more active positioning during classes. The key implications of the current study refer to the necessity of intensifying the long-term programmes in our in-service teacher training system that would create the necessary conditions for a more successful implementation of innovative solutions in teaching. Finally, it is also pointed out to the limitations of the current study.