5. Teacher Betterment

2020

The purpose of this paper is to investigate the views of second grade teachers of the prefecture of Achaia in Greece regarding the relation between the training teachers receive and their evaluation on their teaching performance. (teacher's training and evaluation). More specifically the relationship between the training programs teachers have attended and their attitude towards evaluation is investigated. The obstacles teachers meet regarding their participation in training programs is also investigated. The research was carried out with the tool of questionnaire while the analysis of the data collected was made with the statistical package SPSS. The results showed that there is a neutral to negative attitude towards the evaluation process, while regarding the obstacles encountered in attending training programs, the most important one was the lack of support on behalf of the state.

Article, 2019

This study investigated the effect of in-service education and training (INSET) courses on grade 11 EFL teachers' knowledge base employing Kirkpatrick's four-level (reaction, learning, behavior, result) evaluation model (Kirkpatrick & Kirkpatrick, 2006). To this end, the researchers designed a study at four stages. At the first stage, a standardized questionnaire, English language teachers' knowledge base (ELTKB), was administered to thirty 11 th grade teachers to examine their views regarding the INSET classes (reaction). Then ten teachers were interviewed, and their classes were observed to explore to what extent the INSET courses had affected teachers' perceptions and actual job performance (learning). In the next step, 126 students filled in the students' questionnaire (SQ) regarding their perception of their teachers' teaching performance in the English classes before and after their attendance in INSET classes. At the final stage, the performance of the 126 students on a language proficiency test was measured to study to what extent their teachers' performance had affected their achievement. The result of the ELTKB questionnaire, SQ, interviews, and observations revealed the beneficial role of INSET classes in teachers' reaction, learning, and behavior. Moreover, the result of the program was positive since grade 11 students' language learning improved after their teachers' INSET class attendance. This program evaluation can be illuminating for stakeholders, policymakers, and curriculum designers.

2014

The aim of this study is to explain the preservice primary mathematics teachers’ reasons of preferring this department and to define their opinions about mathematics and mathematics teaching lessons. For this reason it has been worked with 40 preservice teachers who are seniors at a state university’s Department of Primary Mathematics Education. In this study, in which qualitative research approach has been applied, the data is gathered by a questionnaire form including open-ended questions. Preservice teachers are asked their reasons of choosing this department, their ideas about ideal university lecturers, their opinions a about mathematics and mathematics teaching lessons, their suggestions about teaching process. The data gathered from the answer sheets has been analyzed by content analysis technique. Most of the students have chosen this department because of their love of mathematics. They have stated that they won’t use mathematics lessons in their professional life but still...

"Abstract: Despite the critical importance of in-service education programs (INSETs) for teachers’ on-going professional development, educators often report problems concerning many INSETs. However, due to lack of systematic evaluation studies of INSETs in especially language education field, specific problems in these courses cannot be diagnosed, and they are left unresolved. The present study, therefore, evaluates a one-week INSET offered by the Turkish Ministry of Education to explore its sustained impact on language teachers’ attitudes, knowledge-base, and classroom practices. The program is first evaluated against the criteria for effective INSETs suggested by previous literature. Then, data are gathered through course materials analysis, interviews with trainers and teachers, and through a questionnaire distributed to 72 teachers 18 months after the course ended. Findings indicate that although the teachers’ attitudes are positive towards the course in general, the program has limitations especially in terms of its planning and evaluation phases, and its impact on teachers’ practices. Implications for future INSETs will be provided based on the findings."

2006

The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years. The model used for evaluating the program was one proposed by Kirkpatrick (1998; first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML; 4 from DBE). Another group of participants were the trai...

DergiPark (Istanbul University), 2017

* Araştırma 22-24 Ekim tarihinde Adana'da gerçekleştirilen 3. Uluslararası Eğitim Programları ve Öğretim Kongresi'nde sözlü bildiri olarak sunulmuştur.

Reform of the education system, among other things, includes improving teacher performance, and consequently raising the quality of teaching in the classroom. To achieve this aim, we need consistently qualified and professionally developed teachers. In – Service Teacher Qualification program is one of the programs that offer such an opportunity, which differs from organized training programs for teachers in Kosovo. It leads to the establishment of the qualification, and improvement of quality of teaching through formal learning. The aim of this paper is to measure performance indications of program attendees, through classroom observation, based on a document drafted by the National Council for Teacher Licensing and the Administrative Instruction (AI) of the Ministry of Education, Science and Technology (MEST) for the teacher performance evaluation. At the same time, the paper aims to identify differences in the performance of qualified teachers on the program, with those of 2 year higher pedagogical School qualified teachers. Results of the study will be helpful, and will be used by policy makers to identify the advantages and disadvantages of professional development programs, through success of qualified teachers at work.

Complementary Analysis of the Impact of Teacher Training Courses at the TecNM Campus Pachuca (Atena Editora), 2023

The impact of teacher training in the I.E.S. It is essential to know the way in which the competences acquired by teachers are being exercised and take them to the classroom to verify that what has been learned is reflected, therefore, it is necessary to know the impact through an effective method, which consists of the teacher evaluation carried out by the student in different areas such as Didactic Instrumentation, Motivation, ICT Mastery, Professional Competences and Evaluation. With the analysis of the data from 2021 and 2022, it is sought to find improvement relationships between training periods and to know that with this the statistical analysis with different variables that allow verifying the numerical impact on participating teachers, comparison between men and women, include range of ages and have averages according to the variables used and described in the process of the present investigation, which will serve as a basis to know improvements that will be concerted through statistics that can be considered as a basis to verify the real impact of the teacher's performance in the classroom after having been trained, and if he is really generating changes in his daily work of this laudable work, to later impact the educational model, teaching-learning strategies, forms of evaluation and inclusion of ICT in the educational process and course management.

EVALUATION OF THE TEACHING TRAINING OF POSTGRADUATE TEACHERS (Atena Editora), 2023

La educación superior en nuestro país supone una serie de problemas, que recientemente se han vuelto más palpables, es sabido que la formación docente en nuestro país sólo cubre los niveles básicos (preescolar, primaria y secundaria), y por esta razón los maestros que imparten clases en los niveles universitarios, regularmente son profesionales que por alguna motivo están desempeñándose como profesores, y en el nivel de posgrado, además de ser profesionales son personas que dedican mucho tiempo a la investigación. Y aunque se sabe sobre el problema y se tiene la convicción de subsanarlo, para lograr de este modo una educación de calidad, el perfil de los actores principales en esta situación debe ser completamente diferente al que tiene actualmente. Con este trabajo, a través del uso de cuestionarios y entrevistas, se conoce cuál es la formación pedagógica de los docentes en la educación superior, específicamente de posgrado en el Centro de innovación y Desarrollo Tecnológico en Cómputo (CIDETEC), del Instituto Politécnico Nacional.

International Journal of Instruction, 2018

Teachers need to update their knowledge and skills on curricula, psychology, and pedagogy of the learners and new research on teaching and learning; hence, they need appropriate in-service training, as well. However, the professional development practices in which they participate are mostly irrelevant to what they need and stay just in theory. Current researches criticized the inadequacy and inappropriateness of the traditional methods of teachers' professional development. In this research, the views and the suggestions of the novice teachers were investigated on in-service training, which was arranged as a part of the induction program. This research is a descriptive study and the participants consist of 494 teachers who participated in teacher induction program. A questionnaire form was used including open-ended questions. The results showed that in-service training did not make any contribution to some teachers and their personal development. The negative views on the trainers and the setting where the in-service training was conducted are other significant points for the evaluation. Therefore, it can be suggested that the planning process should be carefully carried out in order for inservice training to be effective and sustainable and the andragogy principles should be taken into account in organizing the teaching and learning process.