In-Service Teacher Training: A Bibliometric Analysis

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.

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 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 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.

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 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.

This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. 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While there is a substantial literature on the relationship between general teacher characteristics and student learning, school districts and states often rely on in-service teacher training as a part of school reform efforts. Recent school reform efforts in Chicago provide an opportunity to examine in-service training using a quasi-experimental research design. In this paper, we use a regression discontinuity strategy to estimate the effect of teacher training on the math and reading performance of elementary students. We find that marginal increases in-service training have no statistically or academically significant effect on either reading or math achievement, suggesting that modest investments in staff development may not be sufficient to increase the achievement of elementary school children in high poverty schools.

The use of technology in education has the potential to create more inclusive environments for all students, including those with disabilities. In Italy, the Ministry of Education has recognized the importance of digital literacy in schools and has issued several documents outlining the steps necessary to build a more inclusive educational system. However, in order to achieve these goals, it is important to assess the current situation and identify areas for improvement. The Entelis Self-assessment framework, particularly the Italian short version, can be used as a tool to help schools assess their digital inclusion practices and develop strategies for improvement. In 2015, the Ministry of Education issued the new Law 107/2015, called "La Buona Scuola", which included the New National Plan on School Digital Literacy - PNSD (MIUR, 2015) and the Three-year plan of in-service teachers' education and training. These documents aimed to consolidate the path of innovation and digitization in schools through a strategy that invested in the technological, epistemological, and cultural dimensions. The PNSD focused on the initial and in-service training of teachers, recognizing that educational innovation through digital technologies requires a reformulation of traditional teaching-learning methods to include pedagogical accessibility and inclusion. However, the success of these initiatives depends on the readiness of teachers to implement new technologies in their classrooms. The European Union (EU) identified teacher training as a critical factor for the success of ICT-related educational innovation in 2003. Teachers themselves recognize the need for training, with TALIS results (OEDC, 2014) showing that the need for training related to teaching with information and communication technology (ICT) skills and using new technologies in the workplace was a priority for 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.

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.

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.

The recent strong scientific and technological development in Vietnam has heightened the indispensable role of innovating the country’s general education via the application of new technologies. However, such application depends on many factors, including institutional readiness and teacher training. This chapter examines the use of information and communication technology (ICT) in mathematics in Vietnamese high schools. The chapter first reviews key policy documents that promote and guide the use of ICT in general education in Vietnam in the last 10 years. It then analyses the pedagogical approaches and technologies used in teacher-training universities to prepare pre-service teachers with teaching high school curricula and textbooks. The main part of the chapter is an examination and illustration of the application of ICT in high school mathematics teaching. With this, the chapter provides not only a practical country-specific discussion of ICT application in mathematics education but also useful implications for pre-service and in-service teacher training.