In-service Teacher Training Program Research Articles

EFFECT OF IN-SERVICE TEACHER TRAINING PROGRAM ON TVET TRAINERS PERFORMANCE IN TECHNICAL SECONDARY SCHOOLS IN RWANDA,A CASE OF KICUKIRO DISTRICT

The general objective of this study was to examine the influence of an in-service teacher training program on the performance of TVET trainers in Kicukiro district. Specifically, this studys objectives were: to identify the level to which TVET trainer receive in-service teacher training program in Technical Secondary School Kicukiro District, to assess the level of performance of TVET trainers in Technical Secondary Schools in the Kicukiro District and to evaluate the relationship between in-service training program and TVT trainers performance in Technical Secondary School Kicukiro District. The combination learning theory and system theory was served as the researchers guide. The studys population was 207 people (197 teachers and 10 head teachers) from all of the Kicukiro Districts Technical Secondary Schools. The survey was designed in a descriptive manner. A sample size of 137 was chosen using Yamanes formula. Using random sampling and purposeful selection, the population was chosen as the sample size for the study. Every questionnaire was dispersed by the researcher. The format of the analysis was influenced by the particular qualitative and qualitative methodology employed as well as the format of the data. The data that was collected in this study was examined and displayed in the order of the research objectives utilizing frequency, percentages, and tables as descriptive statistics. Data was gathered via teacher questionnaires and head teacher interview guides. The researcher examined and interpret the results after going to the field. The study found that 84.5% of the respondents agreed that they participate in service teacher training program every time, 94% of the respondents agreed that In-service teacher training program is very necessary for all teachers, 52.5 of the respondents disagreed that In-service teacher training program is only for new teachers, 57.6% of the respondents Disagreed that In-service teacher training program is necessary for old teachers while 60.5% of the respondent disagreed that In-service teacher training program is not necessary at all. 83.8% of the respondents agreed that their participation in an in-service teacher training program has helped them improve personalities and instructional techniques in the classroom and at school, 89.7% of the respondents agreed that with the help of the in-service teacher training program, and they are able to acquire new methods of classroom management and instruction, while 94.1% of the respondents agreed that the in-service teacher training program motivates and makes teachers love their professions.The research suggests that the Ministry of Education, education planners, and stakeholders should enhance in-service training programs for TVET trainers in Kicukiro District, Rwanda, focusing on upgrading technical skills, improving instructional methodologies, establishing robust monitoring mechanisms, and investing in infrastructure.

Influence of Teacher Beliefs on Employing EBT (Evidence-Based Teaching) in Creative Writing Lessons

Children who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development. Hence, it is necessary to strengthen writing instruction, such as by incorporating research-based methods. The purpose of this article was to explore teachers’ perceptions of and beliefs in teaching creative writing and employing evidence-based teaching (EBT) in their lessons. Data were generated through two focus group interviews, classroom observations, and document analysis. Purposive sampling was used to recruit Grade 3 teachers from two primary schools. The data revealed that teachers believed themselves to be inadequately trained to effectively teach creative writing. The findings suggest that teachers believe they have little time to explore the usefulness of evidence-based strategies as they already battle to complete the syllabus; there is little guidance on how to go about teaching creative writing; and how they currently teach is in line with the policy guidelines. This article recommends that the Ministry of Education and universities reinforce pre- and in-service teacher training programmes by teaching diverse evidence-based strategies, for example, self-regulated strategy development (SRSD), consolidate curriculum knowledge, and strengthen continuous professional development programmes to boost teachers as reflective practitioners.

In-service teacher training programmes that promote education for sustainable development: A review of emerging literature

Teacher continuous professional development programs have been identified as important tools for integrating education for sustainable development (ESD) into teacher education in South Africa. Research studies have indicated that in-service training for secondary school teachers has been under-resourced and poorly implemented in terms of integrating ESD into teaching and learning in secondary schools. The literature also supports the claim that, in light of climate change and global warming, in-service programs for secondary school teachers do not adequately promote the integration of ESD in South African classrooms. Due to the absence of a suitable professional development program to support the implementation of ESD in secondary schools, efforts to resolve these deficiencies have not had the expected impact. This study examines the challenges in South Africa's in-service teacher development program for integrating ESD. The in-service training program for sustainable development was researched using the systematic literature review methodology. The study argues that inadequate in-service training programs for secondary school teachers have hindered the implementation of ESD in South Africa. The literature also revealed the absence of a unified framework that can be used in South Africa to integrate ESD. As a result, it is recommended that combinations of frameworks or models be adopted when designing a unified in-service training program for teachers to promote ESD in South African classrooms.

The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement

In the rapidly evolving landscape of education, the continuous professional development of teachers is essential for maintaining high standards of teaching and enhancing student achievement. In-service teacher training programs, which provide ongoing education and training for currently employed teachers, are a crucial component of this professional development. This study uses a mixed-methods approach to investigate the efficacy of in-service teacher training programs in enhancing student success and teaching quality. To obtain thorough data on their experiences and perspectives, 286 in-service teachers from various schools around Kampala completed a survey. Additionally, 52 in-service teachers were interviewed, providing a comprehensive insight into their experiences. According to the quantitative results, 71% of the respondents had previously taken part in in-service training; 61% reported improvements in the quality of their instruction, and 71% noted improvements in student performance. The chi-square tests and regression analysis results showed that in-service training significantly improved student achievement and teacher quality. These findings were corroborated by the qualitative data, which highlighted themes including improved teaching strategies, increased teacher confidence, enhanced student engagement, impact on student achievement, and teacher motivation and morale. The study also highlights the value of peer cooperation and hands-on workshops in training programs and emphasizes the necessity of ongoing, customized professional development. This study offers a comprehensive knowledge of the efficacy of in-service teacher training programs by integrating quantitative and qualitative data. This understanding will be beneficial for educators and policymakers as they build more effective professional development initiatives.

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.

Methodological Insights into Assessing Effectiveness of In-Service Teacher Training Programs: A Meta-Synthesis Approach

Methodological Insights into Assessing Effectiveness of In-Service Teacher Training Programs: A Meta-Synthesis Approach

Exploring ESL Teachers’ Perceptions About In-Service Training To Teach Single National Curriculum In Pakistan

This study examines the effectiveness of in-service teacher training programmes in Pakistan, particularly in implementing the Single National Curriculum (SNC) 2020 for English. Employing a qualitative research design, data was collected through semi-structured interviews with Primary School Teachers (PSTs) teaching English in government schools of Punjab. As per the findings, the online mode of SNC training is found to be ineffective, with teachers expressing a preference for face-to-face training that involves practical demonstrations. Furthermore, [1]issues such as inadequate planning, lack of learning resources, and disparities between the curriculum and actual classroom conditions were highlighted. ESL teachers also reported challenges linked with the socio-economic background of students and poor infrastructure in schools, particularly in rural areas. The study highlights the need for enhanced teacher training programmes that incorporate practical, hands-on experiences and address context-specific challenges. Recommendations include conducting face-to-face training sessions, providing learning materials, recruiting competent trainers, and improving school infrastructure. The findings underscore the pivotal role of teacher training in the successful implementation of educational innovations, suggesting that ongoing and sustained professional development is necessary to facilitate teachers in applying new curricular practices effectively.

A Study of Professional Development and In-Service Teacher Training Programs at School Level in the Punjab

The main objective of this study is to investigate the importance, impacts, and challenges faced by teachers when carrying out in-service training programs. Using a descriptive research methodology, data was collected from 291 head teachers who were randomly selected through a questionnaire that was prepared specifically for this study. The key findings suggest that the gender and location of head teachers had no impact on their perspectives regarding the significance of in-service training for professional growth. Nevertheless, the way in which in-service training affects the professional growth of teachers differs greatly among districts. The study suggests that we should view professional development as a continuous process, where educational departments provide numerous opportunities for skill enhancement. Teachers are strongly urged to prioritize training programs and actively engage in all accessible opportunities, even if they require personal financial investment. In addition, it is essential for head teachers to frequently provide training programs that specifically target the competencies needed by their teachers.

An In-Service Teacher Training Model as a Basis for an Effective Integration of ICT in Education in Morocco

This article presents a descriptive study of the in-service Teacher training program that aims at integrating ICT in the Moroccan education system, which is one of the missions of the GENIE program - Generalization of Information and Communication Technologies in Education, led by the Moroccan Ministry of National Education, Preschool and Sports. The main objective of this work is to assess the in-service teachers training and highlight its contribution in the process of integrating ICT in the Moroccan education system, as well as the limitations and challenges of its implementation in the absence of any reliable and outstanding benchmarks. The study is conducted within a mixed approach for the data collection based on a survey, a focus group and a documents analysis.

Does Teacher Training of ESD Help In-service Teachers to Implement ESD in School?

Education for sustainable development (ESD) has for decades been a focus internationally and has been embraced in the Japanese curriculum since 2008. Given UNESCO’s emphasis on teacher training for ESD and well-established in-service teacher training programmes in Japan, the aim of this study is to explore whether ESD teacher training could help Japanese in-service teachers to implement ESD in school. Semi-structured individual interviews with 12 in-service teachers from primary to lower secondary schools were conducted via Zoom due to the COVID-19 pandemic. It was found that in-service teacher training for ESD had a positive impact on transforming the teachers in both their professional and personal lives. However, challenges remain regarding the promotion of ESD in schools because of lack of common ground with other teaching colleagues and time constrains. The implications of implementing global ESD in schools are discussed.

Every teacher should be a language teacher for multilingual learners

The purpose of this pilot study was to understand which variables influence the triad of Beliefs, Knowledge, and Teaching Methods about linguistically inclusive teaching of in-service content teachers teaching multilingual learners in German Secondary schools. The non-probability sampling method used a questionnaire in four parts with mainly Likert-scale and multiple-choice questions and generated a small sample of 26 participants through an internet-mediated survey. Using IBM® SPSS Spearman’s rho correlational analysis, six variables were identified, and the results showed that the majority of content participants believed that they had a role in language teaching. The importance of changing content teachers' beliefs in their role in developing the academic language of their multilingual learners was confirmed as well as the importance of improving their knowledge in this field by continuous training. 77% of teachers had not had training in the last three years, and 76% felt under-prepared, while more than half of participants had expressed their need for specialised training in teaching multilingual learners. As a next step, a larger-scale quantitative study is proposed to gain representative data, and to develop an in-service teacher training programme. Enabling all teachers to be language teachers would start to level up the educational, and societal opportunities of multilingual learners in German secondary schools.

Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

EFL teachers’ perceptions of emotional literacy: A phenomenological investigation in Iran

The importance of emotional literacy (EL) in education is widely acknowledged, but the English as a foreign language (EFL) context has not been extensively investigated regarding how EFL teachers perceive their EL. To address this gap, this study adopted a phenomenological research design to explore EFL teachers' perceptions of EL in the Iranian EFL context. A purposive sampling technique was used to select 22 EFL teachers at secondary high schools in Borujerd City, including 14 males and 8 females. The required data were collected through reflective statements, classroom observations, and post-class discussions. The study's findings generated two overarching themes regarding the essence of EL: individual aspects (e.g., being motivated, being self-regulated, and being emotionally aware) and social aspects (e.g., being empathetic and being socially skilled). The results suggest that EL should be incorporated into pre-service and in-service teacher training programs to promote their teaching efficacy.

From Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion

One major responsibility of K–12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.

EVALUATING THE IMPACT OF A PEDAGOGICAL TRAINING PROGRAM OFFERED TO AWARDED UNIVERSITY TEACHERS

A didactic grant competition for academics is organized annually at the West University of Timişoara (WUT), offering a grant to the winners of a public student-centered activity project competition. The teaching grant winners later take part in a program to develop their pedagogical skills in student-centered teaching based on the WUT’s reflexive-collaborative (i.e., RCL) instructional model. Next, during one academic semester, grant winners must implement the RCL instructional model in one specific subject matter. Based on a quantitative quasi-experimental design, this study examined the impact of a pedagogical program offered to the beneficiaries of the 2020 grant competition at both teachers’ and student levels. At the teachers’ level, we measured their conceptions of teaching, teaching approaches, and psychological resources. At the students’ level, we investigated their evaluation of their teachers’ teaching behavior and their learning approaches. Analyses such as Two-way mixed ANOVA, Quade’s ANCOVA, and Mann-Whitney U were conducted to investigate the gathered data. Academics in the EG reported statistically significant improvements in their conceptions of promoting active learning. According to their students, teachers in the experimental group employed more student-centered assessment methods and teaching behaviors that encouraged active learning. Our results also showed that academics in the control group reported higher resilience levels at the end of the academic semester, and according to their students, their more traditional teaching approaches seemed more effective in stimulating their students’ understanding of fundamental concepts. The results could have been more significant regarding the students’ learning approaches. Because of the beginning of the Covid-19 pandemic, we encountered several obstacles in the impact assessment process (e.g., high values at the pretest, the impossibility of matching students’ answers). Although our findings have some limitations, the present article has noteworthy implications for stakeholders involved in in-service teacher training programs, in particular, conducted in higher education institutions. Practical implications of the findings for both academic developers and future research are discussed.

In-service Training and Character Development in Relation to Islamization Initiatives in Selected Islamic Integrated Schools in Selangor

Integrated Islamic schools in Malaysia and elsewhere face acute problems in acquiring and developing teachers who facilitate the Islamization of education process as well as holistic character development (tarbiyatul akhlaq) of children. The purpose of this study is to assess the relationship between in-service teacher training programs with elements of Islamization, the character development of teachers, and their self-efficacy as murrabis in private integrated Islamic schools in Selangor. The study administered surveys to 161 teachers in six (6) integrated Islamic schools in Selangor. Due to Covid-19 related challenges in obtaining respondents, convenience and snowball sampling techniques were utilized. The study employed correlation analysis utilizing SPSS v21 statistical software to answer the research questions. A strong positive correlation was discovered between in-service training with Islamization elements and character development of teachers as well as with teachers’ self-efficacy as a murabbi. The value of this research lies in underscoring the importance and development of in-service training in empowering the teacher to Islamize acquired knowledge subjects as well as in empowering them to be effective murabbis. It provides a basis for future research, especially in the Malaysian context, on teacher performance as a murabbi and its impact on students. It would also highlight to policymakers and educational administrators the need to develop a structured professional development program on Islamization of curriculum and the development of murabbis.

The Role of Teacher Cooperation in Promoting Learner Autonomy: Perspectives from Focus-group Inservice Teacher Training

Learner autonomy in language learning and teaching has been a notable focus of interest, and there is an abundance of literate available on this topic. However, how learner autonomy is practised in the language classroom has not received much attention. To address this gap, the current study set out to investigate English language instructors' classroom practices in public and private universities, and the potential contribution of inservice teacher training (INSET) in promoting learner autonomy through quantitative and qualitative analyses. Findings revealed that there is partial learner autonomy in institutions and the type of university (public or private) did not differ in terms of classroom practices and teaching strategies. Analyses of reflective writing papers also showed that inservice teacher training plays a significant role in promoting learner autonomy in language classes. Perceived impacts, drawbacks, and envisioning the future implementations of INSET programmes are discussed as emerging themes from thematic analyses.

EFL In-Service Teacher Training Program in Indonesia: An Analysis of Teachers’ Self-Esteem and Task Perception Development

This study explores the impact of the "Guru Penggerak" program (PGP), a key component of Indonesia's "Merdeka Belajar" educational initiative, on the professional development of in-service English as a Foreign Language (EFL) teachers. Focusing on three EFL teachers who participated in PGP, the research examines the development of self-esteem and task perception during the training. Data were collected through semi-structured interviews, narrative frames, and examination of relevant artefacts. Results indicate that PGP effectively aids teachers in understanding and implementing the Merdeka curriculum, enhancing their self-esteem and task perception. Specifically, the study identifies two indicators of improved self-esteem: enhanced understanding of curriculum implementation and engagement in professional learning communities. Similarly, two indicators of enhanced task perception were noted: improved job performance and effective utilization of training modules in teaching. Additionally, the study highlights challenges faced by participants, including shifts in teaching beliefs, increased workload, and perceptions of their role in the program. These insights suggest avenues for refining in-service teacher training programs to better support EFL teachers' professional growth.

EFL Teachers’ Perceptions of the Challenges of Technology-Based Professional Development

Pre-service teacher professional development could assume an urgent part in raising teaching quality and learning outcomes. Evolving technologies allow for new and different forms of professional development. However, teacher professional development opportunities are limited and outcomes are controversial. In this study, to capture the challenges of a technology-based professional development, the researchers examined teachers’ perceptions of the barriers to technology integration and instructional practices. Three hundred participants were recruited through an online survey- Technology-Based Professional Development Questionnaire. Through employing Structural Equation Modeling (SEM), the researchers analysed the data. The results of the study indicated that the gap between information and the use of technology-based apparatuses was viewed as related with the difficulties confronting teachers with technology-based directions. Technology-literate teachers knew how to integrate their insight into their commonsense instructing and had higher students’ commitment and inspiration. In any case, technology-illiterate teachers had mechanical troubles that reduced their education. A few ramifications can be drawn from the review, for example, the requirement for teacher instruction projects to further develop teacher consciousness of new educational innovative learning strategies, and the significance of giving chances to get computerized proficiency. Our findings have both theoretical and practical implications for pre-and in-service teacher training programs. Based on these discoveries, suggestions for the plan of online professional development and gaps for future examinations are discussed.

Views of agricultural science teachers on in-service training needs in the Zambezi region, Namibia

In-service teacher training programs offer opportunities for teachers in both public and private schools to enhance their professional skills, particularly in the areas of required teaching skills, supplementary subject content knowledge, and teaching pedagogy. The lack of availability of in-service teacher training programs for teachers within the education system has undesirable consequences, particularly regarding the delivery of quality education to learners in public and private schools in the Zambezi region, Namibia. This paper discusses the perspectives of Agricultural science teachers on the need for in-service teacher training. To achieve the objectives of this paper, crucial data were collected from Agricultural science teachers in the Zambezi region through face-to-face interviews. Twelve Agricultural science teachers (comprising six from urban schools and six from semi-urban schools) were interviewed using face-to-face interview guides. The study revealed that the in-service teacher training programs attended by Agricultural science teachers were relevant to their teaching roles. Furthermore, the study emphasized that to maintain the relevance of in-service teacher training programs, components such as practical activities, projects, investigations, and subject content knowledge should be the focus, in order to continually enhance the capacities of Agricultural science teachers. The study recommends that the regional education directorate in the Zambezi region establish a policy for continuous in-service teacher training programs, including them in their annual financial plan, to improve teacher performance in the region. Lastly, to ensure the success of in-service teacher training programs, they should be conducted on an ongoing basis.