In-service Training Activities Research Articles

Reflections of the Empathy Concept on the School Environment

By nature, people tend to communicate with other individuals around them. When communication is healthy, the incompatibilities in the organizations are minimized. One of the most important factors that ensure healthy communication is the ability to empathize. Empathy can be explained as the ability to put oneself in the place of the other person in general. This qualitative research, which aims to examine the reflections of the concept of empathy on the school environment in terms of students, teachers, school administrators and parents according to the opinions of teachers, is structured in a phenomenological design. The study group consists of 30 teachers working in different branches. The researchers created a semi-structured interview form with open-ended questions. The data is structured under categories and themes. The findings of the study are presented under 10 themes. The participants expressed the concept of empathy as empathy and developing a perspective to understand the other person, while the high empathy skills of the school stakeholders positively affected the success of the social environment of the school and human relations. Studies to be carried out to improve the empathy skills of teachers, school administrators, students and parents, in-service training activities, student, and parent activities were among the prominent results. It may be recommended that lessons and practices aimed at developing the empathy skills of teacher candidates be included in teacher training programs, and that inspectors and administrators, who are expected to play a leadership role in education, develop empathy behaviour and guide teachers, students, and parents.

Strengthening Literacy and Numeracy Competencies Based on Local Wisdom for Teachers to Design Contextual Learning

Barito Kuala Regency, especially Jejangkit District, lags behind other regions in South Kalimantan regarding human resources. According to the BPS of South Kalimantan Province, the Human Development Index for Barito Kuala Regency is in 13th position out of 14 districts from 2020 to 2022. Education is a strategic aspect of overcoming this problem. Teachers need to receive training on literacy and numeracy learning strategies to improve the quality of human resources, especially students in the younger generation. This community service activity aims to strengthen the literacy and numeracy competencies of elementary school teachers who are members of the Jejangkit District KKG by integrating learning with local wisdom. Local wisdom is contextual so students can more easily understand learning that is close to everyday life. This service activity uses the Participatory Action Research (PAR) method, which consists of five stages, namely to know, to understand, to plan, and to act in the form of On Service Training and On Job Training, as well as to change in the form of In-Service Training activities. This activity involved one trainer and 15 teachers representing 12 elementary schools in the Jejangkit District KKG. A total of 3 teachers from 3 schools also received intensive assistance in practising the material as examples for other participants. The evaluation instrument for this service program uses a questionnaire. Based on the data collected, this activity was successful in providing improvements in literacy and numeracy learning. The average post-test score (81.71) was higher than the pre-test (69.73). The teachers succeeded in designing learning that made students more focused on learning. This activity implies that teachers have succeeded in improving the competence and quality of learning in the classroom, especially literacy and numeracy for their students.

Investigation of Preschool Teachers’ Views of Inclusive Mathematics Education

Inclusive education is based on the belief of having an educational philosophy in which all individuals will acquire the knowledge and skills necessary for their effective inclusion in society. This study aims to examine preschool teachers' views on inclusive mathematics education activities in Turkey. Case study design, one of the qualitative research designs, was used in the study. The study group consisted of 15 preschool teachers. All of the teachers participating in the study were female. The study group was formed by convenient sampling method based on volunteerism. The data were collected through a personal information form and a semi-structured form. Content analysis technique was used to analyse the data. During the analysis of the data, codes and themes were created and visualised using MAXQDA 2024 qualitative data analysis software. According to the results obtained, preschool teachers have deficiencies in preparing differentiated lesson plans and content for inclusive mathematics education. In this context, it is recommended to overcome this deficiency by organising in-service training activities for preschool teachers. Additionally, it is recommended to create guidebooks to assist teachers in implementing inclusive mathematics education activities in preschool.

Voices from the Classroom: Exploring the Secondary School Teachers’ Perception Towards Formative Assessment Practices

The present study focuses on exploring the teacher’s perception about formative assessment practices at secondary school. For this study investigator purposively selected 39 participants for study form 23 secondary schools of Mayurbhanj district. The study employed semi-structured interviews schedule for data collection. Collected data were analysed by content analysis and presented by thick descriptions. The study revealed that most of teachers have been four categories of formative assessment strategies have been used by the teachers such as Periodic Paper-Pencil Test, Multiple Assessment Practice, Portfolio Assessment and Subject Enrichment Activities. Further study found most of the teachers were satisfy with the infrastructural facilities of the school. Most of the teachers perceive that students are benefited in their achievements, actively participating in classroom discussion, aroused their interest for better understanding of the concept, able to know their strengths and weakness, fearless for exam and get opportunity to learn again by formative assessment. However most of them not satisfy with in-service training and parent supports for conducting formative assessment practices. Most of the teachers face problems like; absence of remedial teaching, student’s absenteeism in test or classroom, managing time to complete course, language barrier, low economic background of students, and lack of in-service training to teachers. It is suggested that, short term courses, workshops, seminars and, other necessary in-service training activities should be organized by the concern authority for professional development of teachers in formative assessment strategies. Therefore teachers will effectively implement the formative assessment practices in secondary schools.

Relationship between nurses' perceptions of distance in-service training activities and job motivations

Background: The use of innovative technologies in continuing education activities in nursing is important in terms of increasing the quality of care. Aim: This study aimed to determine the relationship between nurses’ perceptions of distance in-service training and job motivations. Study Design: This study was designed as descriptive and correlational. Methods:. This study population consisted of nurses working in rooted education-research and state hospitals that continue distance in-service training activities. The study were conducted an 703 nurses between October 2020 and January 2021. Data were collected with the “Information Form”, the “Distance In-Service Training Perception Scale” and the “Nurse Job Motivation Scale”. Findings: The nurses’ total mean scale scores were 3.21±.97 for the “Distance In-Service Training Perception Scale” and 59.98±10.01 for the “Nurse Job Motivation Scale”. This showed that the nurses’ perception towards distance in-service training and job motivations were positively above the average. Nurses’ perception towards distance in-service training and job motivations were affected by gender, marital status, education level, type of institution, work years, type of employment, way of working, unit and choosing the profession and unit willingly. The nurses’ perception towards distance in-service training weren’t affected by distance or face-to-face education methods. It was determined that there was a weak positive relationship and a statistically highly significant relationship between the nurses’ perception towards distance in-service training activities and job motivations. Conclusion: It is thought that the use of innovative teaching methods and materials in continuing training activities will contribute to the continuity of professional development and to increase job motivations.

The future of EFL teachers’ professional development in Türkiye: A Swot Analysis

A clear understanding of teachers' continuing professional development (CPD) needs is crucial for planning appropriate in-service training activities. The study adopts a qualitative approach, utilizing a methodology centered around roundtable discussions that integrate a SWOT matrix for a comprehensive analysis of English as a foreign language (EFL) teachers' CPD needs. The inductive content analysis approach to the data (Strauss and Corbin, 1990), specifically within the deductive structure of the four broad categories of SWOT component was applied, followed by a thematic approach (Merriam and Tisdell, 2016). Engaging five experienced K–12 EFL teachers across three consecutive roundtable sessions to explore both advantageous and challenging internal and external factors and propose solutions, this study highlights the utility of the SWOT analysis as an effective tool in needs assessment. The framework emerging from unified recommendations suggests fostering informal CPD avenues, such as communities of practice and opportunities for teacher mobility. The study concludes with forward-looking recommendations urging policymakers to develop cohesive CPD programs tailored for EFL teachers in public schools in Türkiye. These recommendations could potentially be generalized, enabling local and national educational institutions and organizations to provide effective CPD avenues for EFL teachers

Determining the Professional Development Needs of Primary School Teachers Working in Science and Art Centers

Science and Art Centers (SACs) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In SACs, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. The professional development needs of primary school teachers at SACs differ from those in regular primary schools.. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at SACs require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at SACs require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at SACs.

Hemşirelik Öğrencilerinin COVID-19 Pandemi Sürecinde Uzaktan Eğitimde Öğretim Elemanlarının Değişen Rollerine İlişkin Görüşleri: Niteliksel Bir Çalışma

Aim: In the research, it was aimed to determine the views of nursing students on the changing roles of lecturers in distance education during the COVID-19 pandemic process.
 Material and Methods: The research is in a mixed research design. The research was conducted with 50 nursing students who agreed to participate in the research. In determining the research sample, maximum variation sampling method was used. In the analysis of the quantitative data, frequency/percentage, arithmetic mean, and standard deviation values were calculated. In the analysis of qualitative data, "content analysis technique" was used.
 Results: Students feel that instructors have not yet fulfilled their role in distance education to the desired level, and are fulfilling these roles more efficiently and effectively in face-to-face education than in distance education. Students’ views on the role of lecturers in distance education are defined under seven themes: classroom management, student motivation, communication with the student, active participation of the student, teaching method, teaching material, and technology use.
 Conclusion: In accordance with these results: examining the readiness of lecturers for distance education may be suggested to ensure that lecturers participate in the training of trainers and in-service training activities to improve their roles and competencies in distance education.

Examining the Social Acceptance Levels of Teachers towards Individuals with Special Needs

Introduction: The positive approach of the teacher towards individuals with special needs, his participation in the educational processes with his peers, and the teacher's attitudes and behaviors such as supporting both the academic and social development of the individual with special needs affect the social acceptance of the individual with special needs positively. Method: This study, investigating the social acceptance levels of teachers towards the individuals with special needs in terms of various variables, was a descriptive study and designed as a screening model. The data of the study were obtained from 1433 teachers working in different education levels (preschool, primary school, secondary school and high school) in the central district of Düzce province and determined by the easily accessible case sampling method. Findings: According to the research findings, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference in terms of gender, whether there were individuals with special needs in the family and close environment, whether there were individuals with special needs in the teachers' classrooms, and the belief that inclusive practices were an effective model. In addition, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference according to the disability type of individuals with special needs, their participation in professional development activities for inclusion practices, their education level and professional seniority variables. Discussion: In the study, it was determined that teachers' beliefs about inclusion practices, their professional development and professional seniority were effective on their social acceptance of individuals with special needs. It was determined that teachers with special needs in their class had lower social acceptance scores. Based on these findings, it is recommended to organize in-service training activities and to benefit from the mentorship of experienced teachers in order to improve the professional competence of teachers for inclusion practices. In addition, it is recommended to conduct qualitative research in order to obtain in-depth information about the variables that show a significant difference in terms of teachers' social acceptance levels for individuals with special needs.

Millî Eğitim Bakanlığı Uzaktan Hizmet İçi Eğitim Faaliyetleri Hakkında Öğretmen Görüşlerinin Araştırma Bulgularının Değerlendirilmesi

In this study, the research findings of teachers' opinions about the distance in-service training activities of the Ministry of National Education were evaluated. Change and transformation are taking place very fast in the world. This rapid realization of change and transformation has made education very important. One of the most important stakeholders of education is teachers. Teachers need to give importance to their professional development in order to keep up with the developing world conditions. When it comes to professional development, we come across in-service training activities. In the research group of this study, there are seven teachers working in Konya-Meram in the 2022-2023 academic year and participating in distance in-service training activities. As a result of this research, according to the findings obtained from data analysis, studies can be carried out to improve the systematic infrastructure on the platforms where distance in-service trainings are held in order to prevent systemic problems that may occur. Teachers need trainings specific to their own branches. The number of branch-specific trainings that will enable teachers' development can be increased. Teachers have the expectation that there should be pre-informative studies about the trainings they will apply for. In this regard, a pre-introductory video can be added to the system screen during the application. In this way, teachers can be informed about the training they apply for and the preparations to be made by the teachers about the training can be made. Keywords: In-Service Training, Distance Education, Teacher Training, Research Findings

A study on university staff s perspective on the harmonization of the internal audit system within the framework of International Internal Auditing Standards

Purpose- In this study, it is aimed to determine the problems experienced during the implementation of the internal audit system in state universities, which are a public administration, within the framework of international internal audit standards. Solution suggestions were made to the identified problems. In this research, a field study was conducted to determine the perceptions of senior supervisors working at Dicle University about the internal audit system at the university and their thoughts on compliance with international auditing standards. Methodology- The application part of the research consists of two parts. The first part consists of 5 questions to determine the demographic characteristics of the personnel participating in the research. In the second part of the research, it consists of 26 statements that will determine the opinions of the personnel on the harmonization of internal audit with international internal audit standards within the scope of the study. Findings- In general, it is seen that the participants of the research have an indecision about their working statements. Particularly, while disagreement comes to the fore in statements about international auditing standards, it is observed that the state of agreeing with statements about the role of internal auditing has increased. Conclusion- As a result of this study, it is thought that the internal audit activities of the university staff are insufficient, there is not enough internal auditor in the university and the information about the internal audit activities is insufficient. In particular, the university should attach importance to the awareness-raising activities of the senior management personnel regarding internal audit. Because internal audit activities directly contribute to the efficient work of university personnel. Therefore, in-service training activities should be increased to increase the efficiency of internal audit units in universities. In addition, it is seen that there are not enough internal audit personnel in universities. In particular, universities should allow more internal auditors to work on this issue. Keywords: Internal auditor, internal audit, international internal audit standards, university staff, Law No. 5018. JEL Codes: M40, M42, M49

Pre-service and in-service teacher training for rural schools: a dual perspective of rural teaching

Teaching in the rural context has its particularities and initial and in-service teacher training is key to providing a response. This study analyses how teacher training for rural education is approached in the two main teacher training institutions, the university and the Teacher Training Centres in a rural region such as the province of Teruel. The research design comprises a quantitative and a documentary analysis. The quantitative analysis uses a survey completed by 182 undergraduate teacher education students from the Faculty of Social Sciences and Humanities of Teruel (University of Zaragoza). In addition, a documentary analysis of in-service training activities was also carried out in order to gain an in-depth and comprehensive understanding of the phenomenon. The results show that there is a need to include more training on rural education in the trainee teachers’ curricula. In addition, a historical lack of activities on rural education in continuing teacher training has been identified, although it has improved in recent years.

Child-Centered Approach through Slow Education Principles: A View to Child Personality Development in Early Childhood

We are preoccupied with early childhood education policies at the international level in general, but in particular with early childhood education in Romania. Therefore, the research direction of our study focuses on how early education teachers can integrate the principles of slow education into the development of child-centered competence. The formation and development of the child’s early ontogeny personality occur at the natural pace of development and learning rather than in an accelerated manner. While preparing for the research, we reviewed relevant articles circumscribed to the same topic: slow, child-centered education, deep learning, constructivism, and the enthusiasm of children and teachers. Most of them conclude that the use of child-centered competence in early childhood significantly contributes to slow education principles and characteristics. At the same time, the research aims to provide quantitatively and qualitatively validated arguments for verifying the incidence of child-centered competence from the perspective of sustainable education, in connection with the constructivist orientation of the teachers. Our research included a group of 376 teachers selected from early childhood education institutions in the North-West of Romania, all of them with initial preparation in the field. Using the focus group method, we identified differences in the perception of the two paradigms (child-centeredness and slow pedagogy), the link between these two, and the connection with the constructivist orientation. At the same time, we intended to identify the degree of continuous professional development training according to these paradigms that are not studied and practiced together in early education in Romania, because only the child-centeredness principle is mentioned in the initial teacher training. Therefore, in-service training activities were conducted and they were focused on facilitating and raising awareness of the value of using child-centered competence and the principles of slow education among training participants. At the end of the program, through the quantitative method—the survey—we concluded that the activities included in the training program led to a significant increase in the teachers’ capacity to appreciate the natural pace of development and learning of children to such an extent that the participants themselves adopted the promotion of sustainable slow education in a dynamic society. The methods used helped us deduce that all teachers with a constructivist orientation improved their child-centered competence, and teachers who gave children the freedom to choose activities from the proposed educational offers, according to their needs, interests, and potential, identified the development of the ability to consider children’s natural pace of development and learning as a result of the training. In conclusion, our research complements the literature, proposing a new and useful perspective to approach early childhood education practices by respecting the child’s natural pace of development and learning, which provides a suitable context for promoting international sustainable educational policies. We encourage teachers around the world to reflect on an important issue in the holistic development of the child—if faster means better—in the race to performance.

Training Based on the Andragogy Approach to Improve the Ability to Develop Independent Learning Modules for Vocational School Teachers

This service activity aims to improve the ability of teachers to arrange learning modules. This program was carried out through in-service training (IST) and on-service training (OST) methods. The andragogy approach was used in IST activities to improve teachers' ability to analyze learning materials that can be the basis for learning modules. Thirty Vocational High School Teachers attended this activity. The evaluation used was to give project assignments to the teacher for module work. The training participants were also given a Google form to fill out. The analysis used was descriptive quantitative. The results of the OST showed that the teacher had been able to analyze learning problems; the teacher understood the concept of the learning module. Moreover, the teacher could understand the idea of preparing a learning module, and the concept of evaluating the learning module. A series of OST activities conclude that teachers have the potential to develop themselves in preparing learning modules; the resulting learning modules can be categorized as good and, in general, have met the criteria for learning modules.

Examination of Teachers' Knowledge Levels of the Concept of Early Literacy in Terms of Various Variables

The aim of this study is to determine the level of knowledge of primary school teachers about the concept of early literacy, to determine whether this knowledge level differs according to the teachers' gender, the type of school they graduated from and their professional seniority; to reveal the importance of early literacy skills for 1st grade students of primary school and how to increase teachers' early literacy knowledge levels. This research is a descriptive study of the nature of a survey model. In this study, in which quantitative and qualitative research techniques were used together, mixed method was used in data collection and analysis. The study group of the research consists of 52 primary school teachers who teach the 1st grade. While schools were determined through the disproportionate stratified sampling, teachers were determined through simple random sampling. The analysis of the qualitative data was conducted via content analysis while the quantitative data were analyzed via independent group t-test and ANOVA in this study for which data collection was provided via a semi-structured interview form developed by the researchers. Research findings reveal that primary school teachers have low knowledge levels regarding early literacy and their knowledge levels do not vary depending on gender, the type of school they graduated from and professional seniority. In classroom teaching departments, courses with well-prepared content on early literacy should be put in place, effective in-service training activities should be organized on the subject and classroom teachers should be exchanged frequently with their preschool teachers.

In-Service Training Activities and Teachers’ Performance in Public Secondary Schools a Case of Gatsibo District

In-service teacher training activities are regarded as the backbone of teacher performance throughout the educational process and the quality of education with learner academic attainment, but planning and implementation remain major issues in public secondary schools. The purpose of this study was to evaluate the effects of in-service teacher training activities on teacher performance in Gatsibo district public secondary schools, with the following specific objectives; This study first assessed the extent to which teachers receive in-service training activities in Gatsibo District's public secondary schools; second, it assessed the level of teacher performance in Gatsibo District; and finally, it investigated the impact of in-service teacher training activities on teacher performance in Gatsibo District's public secondary schools. The data was gathered from 14 Gatsibo District head teachers and 149 teachers. Purposive sampling was used to obtain the number of schools and head teachers as respondents, as well as a proportion stratified sampling technique to obtain the number of teachers who participated in each school as respondents in this study. An interview guide was used to obtain key information from head teachers in the Gatsibo the district for qualitative data. On the other hand, the questionnaire was used to publicize secondary school schools from each sector in the Gatsibo district. Stata was used as an assisting statistical software to generate means, frequencies, and standard deviations for the analysis of the collected data. According to the findings of the study, 87% of teachers agreed that they need training on how to prepare pedagogical documents in public schools. Although the findings revealed that there is a high demand for regular in-service training among teachers in public secondary schools in Gatsibo district, in-service training has an insignificant association with teacher performance. Recommendation to the government: Assess the outcomes of in-service trainings through monitoring and evaluation. The government should establish a process for gathering feedback from trainees by requesting a monthly report from school leaders on in-service trainings held at the school level. Keywords: In-Service, Training Activities, Teachers’ Performance, Public Secondary Schools, Gatsibo District.

Values Education and Evaluation of Activities in Preschool Education Program in Turkey

This study aims to evaluate the views of preschool teachers about values education and activities in the preschool education program. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of our research consists of 15 pre-school teachers working in Nevşehir, Turkey. The data of the study were collected with semi-structured interview and analyzed by content analysis. The result of the research demonstrates that the teachers evaluated the values education in five main categories as “creating the foundation”, “educational process”, “behavior”, “responsibility” and “rules”. Some participants found the values education in the pre-school curriculum sufficient. The values that children learn most easily are love, respect, responsibility, tolerance, sharing, honesty and cooperation. In classroom practices, it was concluded that they generally teach the concepts of values education by using visual materials. The majority of the teachers participating in the research suggested that there should be cooperation with the family, teacher, school and environment regarding the values education in the pre-school education program. They also suggested that extra-class activities should be included in the program, in-service training, material support and practical activities should be given more time.

ÖĞRETMENLERİN ÖĞRETİM PROGRAMINA BAĞLILIKLARININ İNCELENMESİ

The aim of this study is to determine curriculum fidelity levels of teachers and examine their curriculum fidelity according to some variables such as gender, age, teaching experience, level of school, field, the faculty they graduated from, in-service training and getting postgraduate degree. The survey research model was utilized in the research. The sample of the study consists of 500 teachers chosen according to stratified sampling and working at different levels of school in Salihli district of Manisa in the fall semester of the 2021-2022 academic year. Data were collected through the Curriculum Fidelity Scale. Descriptive statistics (mean, standart deviation) and MANOVA were used in the analysis of the data. According to the research results, the curriculum fidelity levels of teachers are at a medium level in sub-dimensions of adherence, duration and program differentiation while they have a high level of curriculum fidelity in the sub-dimensions of quality of program delivery, participant responsiveness, teacher training and school climate. According to MANOVA results it was found that there were no significant differences in teachers’ curriculum fidelity levels according to gender, the faculty they graduated from and having postgraduate degree. However, it was found that age, teaching experience, level of school in which they worked, field and getting in-service training variables had significant differences in teachers’ curriculum fidelity levels in some sub-dimensions of the scale. Based upon the results of the study, it can be suggested that more quality and frequent in-service training activities should be provided for teachers.

Examination of In-Service Trainings in Terms of Functionality and Meeting the Needs and Expectations of Physical Education Teachers

Teacher’s in-service training is considered a lifelong learning activity to gain the knowledge, skills, and competencies they will need throughout their careers and to enable them to perform their profession more effectively. The surveys reveal the existence of various problems in these in-service training activities. This study aims to examine the problems encountered in the in-service training conducted for physical education (PE) teachers and the level of meeting their needs and expectations. The research was carried out under a mixed method. 302 teachers (private n = 131; public n = 171) who work in Manisa and Izmir provinces constitute the sample group of the research. Quantitative data were obtained by using the “In-Service Training Evaluation Scale” developed by Uçar (2005). Qualitative interview forms developed by the researchers were used to obtain qualitative data. Data obtained from interviews with five private and five public school PE teachers were recorded and analyzed by the descriptive analysis method. While there was a significant difference in favor of male teachers in the “necessity of training” sub-dimension, no difference was found between the average scores obtained from the teachers according to the gender variable. According to the data obtained from the qualitative interviews, the public school teachers interviewed agree on the inadequacy of the training. Based on the data obtained, it is possible to say that in-service training activities offered to private school teachers are carried out more effectively. When the results obtained from quantitative and qualitative data are compared, it is understood that the training in public schools is far from meeting teacher needs and expectations. The ineffectiveness of training and the inadequacy of educators are among the main problems that arise in terms of public schools.

Pelatihan Pengembangan Instrumen Asesmen Berpikir Tingkat Tinggi Bagi MGMP IPA Kabupaten Ogan Ilir

Assessment requires not only knowledge but also skills. Meanwhile, not all science teachers in Ogan Ilir understand and receive training on how to assess the desired assessment in the curriculum, especially assessments for higher-order thinking skills. The purpose of this community service activity is for participants to be able to develop higher-level thinking assessment instruments for science learning in junior high schools. The activity was packaged in the form of training which was attended by 22 people from the Ogan Ilir Regency IPA MGMP. Training is carried out with an in-service training (in) - on the job training (on) - in-service training (in) pattern. In the in-service training activity, 1 participant studied and discussed the material presented by the resource person. During on the job training, participants carry out learning activities independently to develop assessment instruments according to the tasks given in in-service training activities 1. In in-service training activity 2, participants reported and discussed the results of activities carried out during on the job training facilitated by the resource persons. The results of the training showed that participants were able to develop assessment instruments. A number of obstacles were encountered in this training. In the process aspect, the main obstacle faced is limited interaction due to the implementation of health protocols due to the Covid-19 pandemic. In the aspect of implementing training results, the main obstacle is the lack of mutual understanding of the importance of training learners to think at a higher level.