In-service Education And Training Research Articles

Understanding the Link Between INSET Attendance and Teaching Efficiency of High School Teachers

Recognizing the importance of in-service education and training (INSET) for teacher development, this study investigated its effectiveness in enhancing teaching efficiency among high school teachers at Southern Baptist College. Employing a convergent mixed-methods design with twenty-three participants, the study revealed that high school teachers generally perceive in-service education and training (INSET) positively and value its effectiveness in enhancing teaching skills and practices, but there is no significant relationship between the frequency of attending INSET programs and teaching efficiency. The study identified five essential guidelines that include conducting targeted needs assessments, practical application, individualized professional development plans, ongoing mentoring, and data-informed evaluation systems. The result revealed that the programs of in-service education and training attended by high school teachers were the pedagogy workshops, subject-specific training, technology integration, assessment and evaluation and professional development designed to enhance teacher’s teaching skills, subject knowledge, and classroom management techniques. Majority of the respondents attended the programs conducted by Southern Baptist College, Inc. The themes such as personal and professional growth, improved teaching effectiveness, enhanced mental abilities, positive workplace changes, transformative challenges, and emphasize collaborative approaches were drawn to address challenges and maximize benefits of ongoing professional development initiatives. Moreover, the effectiveness of in-service education and training (INSET) attended by high school teachers is perceived positively. The high school teachers in majority got Very Satisfactory in their teaching effectiveness. However, there is a weak positive correlation between the effectiveness of attending in-service training (INSET) and teaching efficiency of high school teachers. Thus, null hypothesis was not rejected.

A meta-synthesis of research on in-service EFL teachers' needs for inset programs in Türkiye

The professionalization of teachers has become increasingly prevalent in recent years, leading to increased interest in the training, working conditions, and status of educators. This study addresses this interest by examining the in-service education and training (INSET) needs of English as a foreign language teachers in Türkiye. Despite recognizing the importance of in-service interventions for teacher development, educators often express concerns about the shortcomings of existing INSET programs. Key themes and patterns are identified through a meta-synthesis of ten relevant studies conducted between 2010-2021, including methodology, language skills, technology use, instructional practices, classroom environment, and material development. The analysis employs content and thematic analysis methods, enhancing the understanding of effective in-service training for English as a foreign language teachers and contributing to broader discussions on educators' training, working conditions, and status. The findings underscore the significance of designing INSET programs that address specific teacher needs, promote the practical application of new methods, and foster collaboration between the Ministry of National Education and teacher educators for successful implementation.

Saudi Teachers’ Perceptions of In‐Service Education and Training Addressing Attention‐Deficit/Hyperactivity Disorder

AbstractWorldwide, 3.0–7.0 percent of school‐aged children meet criteria for a diagnosis of Attention‐Deficit/Hyperactivity Disorder (ADHD). In Saudi Arabia, ADHD appears to be more prevalent than the worldwide average, with estimates of 12.6–16.7 percent. Unfortunately, there is a relative dearth of research addressing ADHD and related training programs in Saudi Arabia. We investigated perceptions of teachers in Saudi elementary schools regarding current In‐Service Education and Training (INSET) programs addressing students diagnosed with ADHD. We interviewed 40 teachers (15 women and 25 men) from public elementary schools in Jeddah, Saudi Arabia. The findings highlight the need to develop INSET programs specifically addressing best practices for managing and educating students diagnosed with ADHD.

The Impact of in-Service Training and Motivation on Job Performance of Technical & Vocational Education Teachers: Role of Person-Job Fit

In-service education and training (INSET), motivation and person-job fit of workers are considered vital for the performance of employees. The focused purpose of the study is to examine the associations between in-service training and motivation impact on job performance of Technical Vocational Education and Training (TVET) teachers, while examining the moderating role of person-job fit. Using convenience sampling technique, data is collected from TVET teachers in South Asia. The finding of this study revealed a significant impact for in-service training and motivation on job performance. This research study is useful for the HR managers and practitioners to utilize their employee’s true potential to get the desired results.

Challenges Facing the Implementation of SMASSE’S ASEI/PDSI Approaches in Teaching

Kenya, like most other developing countries, is beginning to address a wide range of problems with the heightened concern for the role played by In-service Education and Training (INSET) in improving the quality of education. Opportunities for learning through in-serving training continue to open up for teachers, a fact that has seen the initiation of programmes such as Strengthening Mathematics and Science in Secondary Education (SMASSE). SMASSE utilizes two approaches to teaching; Activity, Student-centred, Experiment, Improvisation (ASEI) and Plan, Do, See, Improve (PDSI). This paper is an instrumental guide into government decisions on the SMASSE project which has so far highlighted many challenges being faced both by the teachers and the students in the implementation process. This study proposes from the point of implementers and consumers, ways to counter the challenges. This implies that the areas of weaknesses can then be addressed. The study used a total of sixteen schools selected through stratified random sampling. The study gathered both qualitative and quantitative data which was analyzed using Statistical Package for Social Sciences (SPSS) software, Registered R and Excel. Findings are presented in tables using percentages, frequency distribution and means. A number of challenges in the implementation of SMASSE were identified. These included inadequate time, de-motivated teachers and students’ indiscipline among others. The study concludes that though SMASSE INSET does not show an impact on the performance of mathematics and chemistry, it has influenced the teachers’ ability to deliver in their teaching amidst various challenges. The author thus recommends that future SMASSE programmes should have a bottom-up approach to enable full ownership by stakeholders.

An Investigation of School Improvement Specialist Coaches’ (SISCs) Perceptions of INSET for Primary School English Language Teachers in Malaysia: Motivation, Practicalities and Challenges

The Ministry of Education (MoE) in Malaysia introduced the Malaysia Education Blueprint (2013- 2025) to transform the education system. One of the aims was to upgrade the quality of in-service teacher training for teachers. This has resulted in a reshaping of the type of courses and delivery mode for in-service education and training (INSET) of teachers in a topdown, national priority driven training model. This research investigates the professional development needs of Malaysian primary school English language teachers. Teachers’ perceptions of their professional development and the factors affecting it has so far been under-researched, at least in a Malaysian context. The research is informed by a qualitative survey approach investigating School Improvement Specialist Coaches’ (SISCs) perceptions of their continuous professional development and learning (CPDL) in their former role as primary school English language teachers. This research concerns SISCs’ perceptions of the INSET they had previously attended, their future expectations of CPDL for primary school teachers, their perceptions of continuing professional development (CPD) in relation to pupils’ needs in primary schools and their views on whether it had changed their practice in the classroom when they were practicing teachers in primary schools across different states in Malaysia. This paper focuses on the research participants’ perceptions of factors which encouraged and supported them in their experiences of professional development which enhanced their skills and factors which demotivated them. In addition, this paper also addresses the SISCs’ views of the practicalities and challenges of INSET for Primary school English language teachers in Malaysia.

Reinvention of classroom practice innovations

Experienced teachers are introduced to classroom practice innovations during in-service education and training (INSET) programmes. Teachers return to particular teaching contexts in schools and other institutions after INSET and it is here teachers implement innovations and change classroom practice. However, this implementation is not certain; teachers may reject change and discontinue innovations. Research on innovation diffusion suggests that reinvention of innovations—adapting to local situations—can increase the rate of innovation implementation. Findings from this research, on teacher change in the context of Chinese tertiary EFL teachers attending INSET, show that a teacher’s ability and willingness to reinvent classroom practice innovations are likely to have an impact on later implementation and continuation of changes to classroom practice. INSET providers and trainers should take into account the function of reinvention for experienced teachers implementing educational innovations, and encourage reinvention during and after INSET courses.

Assessing the Impact of In-service Training Programmes on Basic School Teachers of China in the Kassena Nankana West District of Ghana

Assessing the Impact of In-service Training Programmes on Basic School Teachers of China in the Kassena Nankana West District of Ghana Dr. Anthony Kudjo Donkor, Ronald Diwora Banki Abstract Teachers, like any other professional staff need continuous professional development programmes to get abreast with the changing needs of the profession. This can be achieved through in-service education and training (INSET). It is obvious that lack of access to in-service training cripples the development of the staff as well as the academic performance of students. The issue at stake was that in-service training programmes were not adequately organized on regular basis for teachers of Chiana in the Kassena Nankana West District (KNWD). The research study employed a descriptive approach design. In all fifty-one (51) teachers from schools in the school district and four education officers of the Ghana education Service and the Ministry of Education took part in the study. Research instruments include questionnaires, interviews and training documents or records were used to obtain data for the study. Frequencies and percentage distribution tables were used in analyzing the data from the questionnaires while the interviews were also transcribed to obtain themes. The study revealed that teachers were not naïve to INSETs as well as their relevance. The teachers in Chiana admitted that when they attend INSETs, knowledge and skills were acquired for professional development and competency. Based on the findings of the study it was recommended that regular INSETs should be organized for teachers in order to update their knowledge and skills for efficient delivery on their jobs. This study will be beneficial to teachers, students and policy makers in education. Full Text: PDF DOI: 10.15640/jehd.v6n4a8

Teachers’ Continuing Professional Development: framing a model of outcomes

In order to contribute towards the construction of an empirically-grounded theory of effective continuing professional development (CPD), this paper seeks to develop a model of the effects of teachers’ CPD or in-service education and training (INSET). It builds on an earlier typology of INSET outcomes and compares it to two previous classification frameworks. It is argued that the proposed model of outcomes could be used to delineate more clearly the specific effects which might accrue from different CPD formats.

In-Service Education and Training for Teachers in Korea and the Role of the Private Sector from 1945 to 1970s

It has been argued that the provision and organization of In-Service Education and Training (INSET) for teachers in Korea has been carried out under the strong leadership of government authorities. However, it was not until the early 1970s that laws and government institutes specifically for INSET provision were established and began to fulfill the function that they have today. This study investigates the historical context and development of INSET in Korea prior to the formation of the current system, with a particular focus on the major actors and their respective roles. The findings indicate that there existed a variety of private organizations which provided INSET for teachers, ranging from research institutes, voluntary groups, and universities to overseas educational commissions. Their participation not only contributed to diversifying the contents of the training, but could also stand in for the government in the areas in which its influence was not yet fully extended.

Teachers' Views on the Potential Use of Online In-Service Education and Training Activities

This study examined teacher‘s views on the potential use of online in-service education and training (INSET) activities. The study used a qualitative approach. A total of 13 inservice teachers from primary school, vocational school, science and art center, high school in Trabzon (on the Black Sea coast of Turkey) participated in the study. To determine opinions of participants about the potential use of online INSET activities, a online conference was held to determine teachers‘ views. The participants who had experienced traditional and face to face INSET courses discussed their INSET experiences and thoughts about online INSET activities. These views were transcribed and then analyzed using content analysis. The main conclusions are: with online INSET activities, especially time and place dependency can be overcome, and accommodation and transportation issues can be resolved. Teachers feel that online INSET activities can promote effective use of resources.

First steps in CLIL: Training the teachers

As David Graddol’s “World English Project” gains momentum (Graddol, 2006), CLIL is increasingly being taken up by Ministries of Education as an innovative approach to teaching modern languages, as a motivating method for teaching subject areas, or simply as a contribution to internationalisation and the ideal of multilingualism. With this exponential growth, the lack of competent, trained CLIL teachers has become more evident. Content teachers are not infrequently monolingual and may not recognize the benefits of becoming bilingual, while language teachers may not feel proficient in the subject-area knowledge required for content teaching. Education ministries insist on CLIL implementation, but do not oversee a workforce sufficiently competent in all three necessary areas: target language ability, subject knowledge, and CLIL methodology. This paper explores the need to design quality training modules at ITT (Initial Teacher Training) colleges, for PGCSE (Postgraduate Certificate in Education) courses at universities, and INSET (In-Service Education and Training) courses so that teachers to feel confident in embarking on CLIL courses at primary, secondary, and tertiary levels.

Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province

The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed. Keywords : in-service education and training (INSET); mathematics teachers; needs assessment; Limpopo (Northern Province); surveys; teacher characteristics

The effect of in-service education and training (INSET) programmes in mathematics and science on classroom interaction: a case study of primary and secondary schools in Kenya

The purpose of this study was to assess the effectiveness of the Strengthening of Mathematics and Science in Secondary Education (SMASSE) and the School-based Teacher Development (SbTD) programmes on classroom interaction in secondary and primary schools in Kenya. It was a case study which focused on four districts, and included holding interviews with 185 teachers, observing lessons and holding focus group discussions with pupils and students. It was established that, while teachers evaluated the two INSET programmes as having been effective in exposing them to a student-centred approach, this was not reflected in their classroom practices which were largely teacher dominated. This is partly attributed to large classes, the use of English as a second language and pressure to cover the syllabuses in preparation of the national examinations. It is however, recommended that the Ministry of Education mainstream INSET programmes in its policy for teacher development in the country.

Long Times Evaluation Of An In Service Education Program Developed For Physics Teachers

The purpose of this study is to evaluate an in service education program which is developed with the help of university partnership for physics teachers and aimed to provide their professional developments about science laboratory works. Sample of this research were constituted by four physics teachers working in the centre of Trabzon in July 2002 whom were participated in serve course programmed that was planned for thirty of them. Data were collected by being developed semistructured observation chart and interview method. At the end of this analysis and assessment, it has been deduced that participated physics teacher have not used the laboratory methods effectively in their lessons yet. But they were successful on fulfilling the expected behaviors at the rate of 83 %, while they were applying INSET (in-service education and training) program and it has been established that three fourth of them could use the information and talents gained from INSET prog- ram, in their own lessons. To apply these information and talents it will be useful to set a system aimed at being awarded to that of successful teachers and consisting short-term and long-term assessment.

Mathematics teacher retention and the role of Identity: Sam’s story

This paper provides a vignette of one teacher’s identity transformation from a temporary teacher of mathematics to a professional mathematics teacher (with a long-term trajectory within the profession) during the course of his participation in an In-Service Education and Training (INSET) program. Thus the paper elaborates, from Wenger’s (1998) social practice perspective, the role of identity (one of Wenger’s four learning components) in teacher learning and teacher retention within the profession.The vignette provides textured insight into the way in which Sam’s identity transformation was pivotal in his learning through participation within INSET and other overlapping mathematics education communities. Furthermore, I argue that identity (learning as becoming) was a key component of learning that kept Sam in the profession of mathematics teaching. From Sam’s vignette I argue that positive identity transformation should be one of the most important intended learning outcomes of INSET and as such needs deliberate and focused attention in the design and implementation of teacher education programs. I therefore conclude the paper with some implications of Sam’s vignette for the design of mathematics INSET programs.

Evaluation of the In-Service Education and Training Programme for Kuwait Army Instructors

This study evaluates the In-Service Education and Training (INSET) programme organised for Kuwait Army instructors. The focus is on their perceptual gain in related topics and skills, as they attended 10 courses at the College of Education – Kuwait University. Pre– and postassessments involved 20 trainees. The analysis indicates significant differences between groups in dependent variables reflecting positive acknowledgement of trainees' acquisition of educational knowledge. The study concludes with suggestions for organising future INSET programmes taking into consideration the needs of the target group.

The In-Service Training Experiences of Teachers in the Irish–Medium Sector in Northern Ireland

The focus of this article is on the professional development of teachers in Irish–medium education in Northern Ireland, with attitudinal information collected from staff in Irish–medium schools on the range and quality of the professional in–service education and training (INSET) and support opportunities they have experienced. Fieldwork for the research was carried out between October and November 2002. In total, 74% of teachers from Irish–medium primary schools, and 77% of teachers from Irish–medium post–primary schools completed and returned questionnaires. The questionnaire looked primarily at demographic details, such as gender, age, year of class, years teaching, responsibilities held, qualifications, etc., with an emphasis on determining: the in-service courses attended and their relevance, benefits and quality; in-service courses which should be offered; in-service courses to be delivered in the Irish language; support offered for attending in-service courses; and problems experienced when wishing to attend in-service courses.

Exploring Educators Expectations and Experiences of In-Service Education and Training [INSET] as Continuing Professional Development Opportunities

In-Service Education and Training (INSET) is widely used to support educators to cope with ongoing changes in education. This paper examines the results of two surveys of INSET recipients’ expectations and their experiences of INSET before and after having attended a series of INSET workshops that were held with the intention of strengthening participants’ capacity to teach environmental education. The educators who participated in the survey were from three rural districts in the Limpopo Province, a far northern province in South Africa which borders on Zimbabwe. The survey outcomes were appraised against the backdrop of what is identified in the literature as constituting meaningful INSET. The analysis was undertaken to determine the capacity of INSET programmes to realise the presumed goals of INSET. The outcomes of this survey point to a measure of continuity between theory and practice, but also to trends in participants’ experiences of INSET that are not predominant in the literature.

Needs assessment and the critical implications of a rigid textbook/ syllabus for in-service education and training for primary english teachers in the United Arab Emirates

This article explores the application of a needs assessment model for in-service education and training (INSET), developed and used effectively in a Namibian context, to an INSET programme for primary English teachers in the United Arab Emirates. The model is drawn from Roth's (1978, cited in Witkin, 1984) model: X –Y = N, where X is the actual state, Y is the target state, and N is the gap between them (need). The model was found to be effective in the Emirati context. There were, however, some differences between the use of the model in the Emirati and Namibian contexts, particularly in the effectiveness of the strategies used to collect data concerning the actual state. Efforts to apply the model highlighted a number of issues: the limitations of the syllabus/textbook; the extent to which curriculum centralisation and the use of a rigid syllabus/textbook affect teaching practices; and their implications for in-service programmes.