Abstract
One of the ways for teachers to improve classroom activities and student achievement is to receive in-service training (IST). This study examines theses that deal with the effects of IST on teachers‘ achievement by means of meta-analysis. A total of five theses, chosen through screening conducted by specified criteria, were included in this meta-analysis. The effect sizes, obtained from these presented theses, were combined, a common effect size belonging to the efficiency of IST courses (Hedge’s g =3.819) was calculated and the organized IST courses were determined to be highly effective within the thesis. It was revealed that there were not enough studies conducted in Turkey that measure the empirical effectiveness of IST and exploring the effectiveness of IST courses was demonstrated to be a virgin area for researchers.
Highlights
1.1 In-service TrainingTheories, strategies, methods, technologies and curricula on education change over time
The main features of the five studies selected for meta-analysis, the effect sizes of the studies included in meta-analysis, their characteristics and statistical analysis were separately examined in findings and comments section
The following conclusions can be made based on the findings of this meta-analysis; (a) No enough theses works that research the effectiveness of in-service training (IST) were conducted, (b) IST courses, organized within the theses works conducted in this area, have been very effective, (c) The effect sizes, displaying the effectiveness of IST courses, are distributed in a wide range between 0.86 and 7.53 according to Cohen’s d
Summary
Theories, strategies, methods, technologies and curricula on education change over time. Researchers (Loucks-Horsley,1995; Darling-Hammond,1996; Hawley & Valli, 1998; Birman, Desimone, & Porter, 2000; Joyce & Showers, 2002; Guskey, 2003; Corcoran, 2007; Yoon et al, 2007; Desimone, 2009; Wei et al, 2009; Tanrıverdi & Günel, 2012) consider IST course or professional development programs that are (a) delivered in conductive setting, (b) enabling collective participation, (c) making active learning possible, (d) increasing content knowledge, (e) coherence, (f) intensive (the courses, which are under 14 hours, are considered to be ineffective according to the literature), (g) sustained, (h) long duration and (i) job embedded. In the first category, are appropriate for the objectives of this meta-analysis research
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