The effects of an in-service teacher training certificate program on the teaching practices of novice teachers

Download

12617585.pdf

Date

2014-6

Author

Personn, Jan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

377
views

749
downloads

Although there have been a number of studies focusing on the contents of In Service Teacher Training (INSET) and the perceptions of teachers attending INSET courses, the objectives in the INSET course guidelines and the possible effects of INSET on classroom teaching seem to be receiving considerably less attention. In an attempt to address this gap in the literature, this study focuses on an INSET course designed by a reputable British university offered at a Turkish university. The study aims to investigate whether novice teachers who have taken the course benefit regarding their in-class teaching in a university setting and how the course contributes to their professional development. After their completion of a year-long INSET course, two novice English language teachers were invited to participate in the study. During a 15- week semester, their classes were periodically observed and audio recorded. Additionally, each teacher was interviewed using stimulated recall regarding both their classroom instructional practices and their application of the INSET course. For data triangulation, the INSET tutors were also interviewed. The results indicate that although participants responded positively on the INSET programs’ contents, and felt that the course contributed to their professional development, the INSET course did not have much effect on their teaching, due to interplay of cultural, contextual and institutional constraints. The teacher participants mentioned that they sometimes had to step out of INSET course guidelines in order to better meet their students’ interests and motivations and that they could not make use of the INSET course.

Subject Keywords

INSET, Teacher Development, Novice Teachers, Teacher Cognition.

URI

https://hdl.handle.net/11511/69867

Collections

Northern Cyprus Campus, Thesis

Suggestions

OpenMETU
Core

The Problems of Novice Classroom Teachers having Regular and Alternative Certificates Taneri, Pervin Oya; Ok, Ahmet (2014-04-01) The purposes of this study are to understand the problems of classroom teachers in their first three years of teaching, and to scrutinize whether these problems differ according to having regular or alternative teacher certification. The sample of this study was 275 Classroom Teachers in the Public Elementary Schools in districts of Ordu, Samsun, and Sinop in the Black Sea region. The data gathered through the questionnaire were subject to descriptive and inferential statistical analysis. Results of the stu...
The Effects of a professional development program on physics teachers’ classroom practices Oktay, Özlem; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2015) The purpose of the study is to examine the effects of a professional development (PD) program on in-service physics teachers’ classroom practices. Changes in teachers’ practices were investigated in terms of four dimensions: content/skill/ misconception, teaching strategy, material/technology, and assessment. Qualitative research methodology was used in the study, and a case study was combined with action research. Data were collected from seven participating teachers (1 male, 6 female) and their 9th grade ...
The Perceived Autonomy of Teachers in Elementary Education Taneri, Pervin Oya (null; 2011-06-25) The main aims of the paper are to examine the perceptions of elementary school teachers about teacher autonomy and to discover whether these perceptions differ in relation to variables such as the teachers’ gender and age, teaching practice, branch, and city in which they work. The professional achievements and classroom behaviors of teachers are influenced by their perception of autonomy. The teachers face some constraints posed by school administration, colleagues, and supervisors during their instruction...
The effect of flipped learning on pre-service teachers’ achievement and perceptions related to classroom environment Özüdoğru, Melike; Aksu, Meral; Department of Educational Sciences (2018) The purpose of this study was to develop and implement flipped learning materials in the Principles and Methods of Instruction course and investigate the effect of flipped learning on pre-service teachers’ achievement and perceptions related to the classroom environment. This study was conducted in the fall semester of 2017-2018 for 11 weeks at a public university located in the Aegean Region. This study employed an explanatory mixed method research design. There were 30 pre-service teachers in the experime...
The experiences of students with disabilities in an english language teacher education program: a case study on preservice teachers with visual impairments Çınarbaş, Halil İbrahim; Karaman, Abdullah Cendel; Department of English Language Teaching (2016) This qualitative case study aimed to explore the experiences of two pre-service teachers with visual impairments in an English language teaching teacher education program in terms of inclusive practices, accessibility, need accommodation, and institutional issues. Two pre service teachers with visual impairments, four teacher educators, six peers, and three administrators participated in this study. The data were collected through individual and focus group interviews, observations, reflective journals, and...

Citation Formats

J. Personn, “The effects of an in-service teacher training certificate program on the teaching practices of novice teachers,” M.A. - Master of Arts, Middle East Technical University, 2014.