Online In-service Training Research Articles

Analysis of the Operation Status of Online In-service Training Programs Related to Inclusive Education

Analysis of the Operation Status of Online In-service Training Programs Related to Inclusive Education

K-12 Düzeyi İngilizce Öğretmenlerinin Çevrimiçi Eğitim Programlarına Yönelik Algıları

This research was conducted in collaboration with the US Embassy Education Department located in Ankara and the Local Directorate of National Education (DoNE). The study aimed at designing an online in-service training program based on the needs and expectations of K-12 English language teachers; and to identify their perceptions regarding the online in-service-training program to make implications for the design of future online in-service programs. A needs analysis survey was conducted, resulting in an online program which included topic areas, such as use of technology, engagement of students in online classes, effective teaching and assessment of speaking and writing skills, use of drama techniques, professional development, the profile of next generation learners, as well as pedagogical approaches. The focus group meetings with the participant teachers at the end of the program revealed that the teachers in the study benefited from the online program in terms of improving their overall online teaching and assessment skills, contributing to their professional development, and improving their own language proficiency levels.

The need for academic writing: An online in-service training for academicians

The purpose of this study is to develop and evaluate an in-service training on academic writing for research assistants at a private university in İstanbul, Turkey. Based on the steps of curriculum development, and online 9-hour in-service academic writing training was designed. Twelve research assistants participated in the training. The embedded mixed method design was applied to conduct the research. An academic-writing task was implemented as a pre-test and a post-test. The relation between the two tasks was analysed via the Wilcoxon signed-rank test. During the sessions, interview forms were used to gather data regarding the effectiveness of the program, and content analysis was used to analyse it. At the end of the training, the participants were asked to fill in the program-evaluation form. The data were analysed via descriptive analysis. As a result, it was seen that there was a significant difference between the pre- and post-writing tasks and the program was effective in teaching academic writing. 
 Keywords: academic writing; in-service training; online; research assistants.

Message from the Editor in Chief

Dear reader,
 We are elated to present to you Volume 9, Number 1, 2022 issue of the Selected Papers of the 14th World Conference on Educational Sciences (WCES-2022), which was held online from the 3rd to the 5th of February 2022, in Paris, France. This issue aimed to present the papers that were selected from the myriad number of submissions made in the conference, related to educational breakthroughs and sciences, amidst the recovery from the COVID-19 pandemic.
 After review, 7 papers were selected. These papers were authored by researchers from Kazakhstan, Turkey, Iran, Cyprus, Slovenia, and Germany. The selected papers include the following: Scientific concept development in early childhood through the lens of “over-development”; The need for academic writing: An online in-service training for academicians; The impact of higher education students’ personality traits on susceptibility to specific gamification elements; Popularization of physical activity in rural schools of Kazakhstan's Aktobe region; Linked List Implementation “Online learning”; Comparison of BA and MA students' attitudes toward virtual education; Atelier experiences in interior architecture education: Zero waste approaches.
 Dear reader, this issue would not have been possible without the massive input from our researchers, editorial board, and publishing team. We would therefore like to extend our gratitude to all who contributed to making this publication a success.
 Dear reader, enjoy reading!!
 
 Best Regards
 Assoc. Prof. Dr. Jesus Garcia Laborda, University of Alcala, Spain
 (Editor in chief)

Perceptions of Teachers Regarding Online In-Service Training in their Professional Development in Khyber Pakhtunkhwa, Pakistan

The present study was conducted to find out the perceptions of teachers regarding online in-service training in development of their professional skills in Khyber Pakhtunkhwa. The study was descriptive in nature. The population of the study consisted of selected districts of Khyber Pakhtunkhwa. Five hundred respondents were selected as a sample from the population, which is 8073, in which female population is 1828 and male population is 6245, the researcher was taken female from Urban which is 22% and 387 from male which is 88% of both the populations respectively. Data was collected through questionnaire having five points for the agreement level of the respondent ‘strongly agree’, ‘agree’, ‘undecided’, ‘disagree’ and ‘strongly disagree’ carrying values 5, 4, 3, 2 and 1 respectively. Data was entered into SPSS (Version 22.0). The size of sample was taken according to John Curry (1984) formula. Simple linear regression was used for data analysis.

Fen ve Teknoloji Öğretmenlerinin Alternatif Ölçme ve Değerlendirme Yöntemlerine Yönelik İhtiyaç Analizi

The purpose of this study is to find out science and technology teachers’ perceptions about their knowledge about constructivist approach and alternative assessment and evaluation, technology use in education and their preferences about delivery of in-service trainings. 21 science and technology teachers were selected purposefully in this study. To understand their perceptions, semi-structured interviews as a qualitative method were used (Merriam, 1998). Study findings showed that both experienced and inexperienced teachers had troubles in preparation and application of alternative assessment methods. Moreover, study revealed that science and technology teachers are familiar with computers and internet applications. Lastly, science and technology teachers emphasized advantages of online training over face-to-face training such as accessibility, flexibility, and being up-to-date. There was no expression about disadvantages of online training. Most of the participants giving feedback about face-to-face training marked disadvantages of it as incompetent trainers, shallow content and lectures without practice. It is concluded that teachers needs trainings about alternative assessment and evaluation methods and they see the online in-service training method be more beneficial compared to face-to-face training method.

Learning the discourse of quality assurance

Purpose In this study, online in-service training for people employed in the food production industry is scrutinized. The purpose of this study is to analyse how the participants adapt to such online environments in terms of the kind of discussions they establish. The more specific interest relates to how the participants discuss current work experiences in relation to the contents of quality assurance they are expected to learn. Design/methodology/approach The data analyzed are Web discussions in forms of chat log files from ten courses. Findings The results show that, on the one hand, general principles have to be substantiated in the form of concrete examples to actually function as principles and, on the other hand, concrete examples are made interesting only if they have a bearing on a more general issue. Another interesting finding is that the course participants gradually take over the vocabulary of quality assurance; they more frequently write about their work in terms of, e.g. criteria, relevance, estimations and hazards. The conclusion is that Web discussions as part of in-service training constitute a new arena for reflection in and on practice. Originality/value This is interesting to explore, as it is designed to meet the needs of employers and employees to learn the new set of rules and procedures, which regulate the European food industry. In this respect, the training activities are of direct relevance to daily work practices. Simultaneously, online environments seem to offer flexibility and thus constitute a solution for training in a dispersed industry.

A study on the use of a web-based online in-service training program for the improvement of teaching skills for TaLK (Teach and Learn in Korea) scholars

A study on the use of a web-based online in-service training program for the improvement of teaching skills for TaLK (Teach and Learn in Korea) scholars

Survey on Factors of Interference in Participation of On－Line In－Service Training and Analysis on Training Needs by Teacher Characteristics

Survey on Factors of Interference in Participation of On－Line In－Service Training and Analysis on Training Needs by Teacher Characteristics

Negotiating the context of online in-service training: ‘expert’ and ‘non-expert’ footings

This paper focuses on how people working in the Swedish food production industry engage in in-service training by means of computer-mediated communication. The empirical material consists of archived chat log files from a course concerning quality assurance and food safety hazards control in the preparation and handling of foodstuff. Drawing on Goffman and the concepts framing and footing, the analytical focus in this study is on how participants frame the web-based training activity, and what participation frameworks they enact in the activity. The analysis shows that the participants enact and shift footings when they write, and these shifts in footings result in a hybridity of framings. However, as the analysis also shows a thematic continuity and a progression in the online discussions are rendered possible as the participants draw on a participation framework of one more knowledgeable recipient (teacher and/or representative of the authority) and some less knowledgeable recipients (students and/or representatives of branch organisations). In this manner, shifts in footing are found to be a productive means of serving both specific communicative and pedagogical purposes in the online in-service training environment.