English Version
Abstract
The purpose of this study is to compare policies and practices relating to teacher in-service training in Japan and Turkey. On the basis of the findings of the study, suggestions are made about in service training activities in Turkey. The research was carried using qualitative research methods. In-service training activities in the two education systems were investigated through visits to the educational institutions and semi-structured interviews. The study indicates that the most important problems facing in-service training activities in Turkey are a lack of professional staff, no collaborative partnerships between teachers, no provision for feedback and no systematic in-service training model.
The purpose of this study is to compare policies and practices relating to teacher in-service training in Japan and Turkey. On the basis of the findings of the study, suggestions are made about in service training activities in Turkey. The research was carried using qualitative research methods. In-service training activities in the two education systems were investigated through visits to the educational institutions and semi-structured interviews. The study indicates that the most important problems facing in-service training activities in Turkey are a lack of professional staff, no collaborative partnerships between teachers, no provision for feedback and no systematic in-service training model.
Introduction
In-service training is accepted as an effective method of increasing the knowledge, skills and positive beliefs of teachers. It is a process used to continue the teachers education once they have received their certification in teaching and are employed in a professional position (Locke, 1984). The Education Information Network in the European Union (EURYDICE) defines in-service training as ‘a variety of activities and practices in which teachers become involved in order to broaden their knowledge, improve their skills and assess and develop their professional approach’ (Perron, 1991).
In-service training is the term used to describe a set of activities and requirements generally falling under the heading of professional development. It is an organised effort to improve the performance of all personnel already holding assigned positions in a school setting or to implement a specified innovation or program (Sapp, 1996). It is a key factor in influencing the professional development of teachers and contributing to the improvement of their knowledge through an active role (Saiti & Saitis, 2006).
Journals for full download on the link below
In-service training is accepted as an effective method of increasing the knowledge, skills and positive beliefs of teachers. It is a process used to continue the teachers education once they have received their certification in teaching and are employed in a professional position (Locke, 1984). The Education Information Network in the European Union (EURYDICE) defines in-service training as ‘a variety of activities and practices in which teachers become involved in order to broaden their knowledge, improve their skills and assess and develop their professional approach’ (Perron, 1991).
In-service training is the term used to describe a set of activities and requirements generally falling under the heading of professional development. It is an organised effort to improve the performance of all personnel already holding assigned positions in a school setting or to implement a specified innovation or program (Sapp, 1996). It is a key factor in influencing the professional development of teachers and contributing to the improvement of their knowledge through an active role (Saiti & Saitis, 2006).
Journals for full download on the link below
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