Teachers' Views on Distance In-Service Training: A Qualitative Analysis

Ramazan Ertürk*
Ministry of Education, Bolu, Turkey.
Periodicity:July - September'2023
DOI : https://doi.org/10.26634/jsch.19.1.19770

Abstract

This study employs a qualitative approach to examine the educators' perspectives on distance-based in-service training. The participants in the study were 49 teachers working in primary, secondary, and high schools in the central district of Bolu, Turkey, during the 2022-2023 academic year. The research data were collected through a semi-structured interview form and analyzed using content analysis. The findings revealed that training creates significant opportunities and offers benefits. However, distance in-service training also has limitations, and several problems emerge in these programs. Addressing the problems experienced in the training will also help reduce the associated limitations. Therefore, it is crucial to conduct training that aligns with teachers' interests, wishes, and needs by performing a needs analysis when determining topics for distance in-service training. Diversifying training programs based on branches and fields will enhance the quality of professional development and provide teachers with access to training for their specific fields at any time. The study also presents detailed suggestions to improve the quality of in-service training.

Keywords

In-service Training, Distance Education, Distance In-service Training, Teacher.

How to Cite this Article?

Ertürk, R. (2023). Teachers' Views on Distance In-Service Training: A Qualitative Analysis. i-manager’s Journal on School Educational Technology, 19(1), 15-34. https://doi.org/10.26634/jsch.19.1.19770

References

[1]. Altiparmak, K., Kurt, İ. D., & Kapidere, M. (2011). Elearning and open source code management systems in education. Akademik Bilisim, 11, 125-145.
[2]. Amadi, M. N. (2013). In-Service training and professional development of teachers in Nigeria: Through open and distance education. Bulgarian Comparative Education Society, (pp. 173-180).
[3]. Arat, T., & Bakan, Ö. (2014). Distance education and applicatıons. Journal of Selçuk University Social Sciences Vocational School, 14(1-2), 363-374.
[4]. Aykan, A., & Dursun, F. (2021). Investigating Lesson Study Model within the Scope of Professional Development in Terms of Pre-Service Teachers. International Online Journal ofEducational Sciences, 13(5), 1388-1408.
[6]. Bransford, J., Brown, A., & Cocking, R. (2001). How People Learn: Brain, Mind, Experience, and School. Washington DC.: National Academy Press.
[7]. Bümen, N. T., Ateş, A., Çakar, E., Ural, G., & Acar, V. (2012). Teachers' professional development in Turkish context: Issues and suggestions. National Education, 41(194), 31-50.
[8]. Cavanaugh, C. S. (2001). The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis. International Journal of Educational Telecommunications, 7(1), 73-88.
[10]. Collinson, V. (2000). Staff development by any other name: Changing words or changing practices? The Educational Forum, 64(2), 124-132.
[11]. Creswell, J. W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. California: Sage Publications.
[12]. Çavaş, B., Çavaş, P., Karaoğlan, B., & Kışla, T. (2009). A study on science teachers' attitudes toward information and communication technologies in education. The Turkish Online Journal of Educational Technology, 8(2), 20-32.
[13]. Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters. Educational Leadership, 66(5), 46-53.
[14]. DeMonte, J. (2013). High-quality professional development for teachers: Supporting teacher training to ımprove student learning. Center for American Progress.
[15]. Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers' professional development in the United States. Psychology, Society and Education, 7(3), 252-263.
[16]. Doğan, S., & Tatık, R. Ş. (2015). Evaluation of distance education program in Marmara University according to the views of students. Route Educational and Social Science Journal, 2(1), 247-261.
[19]. Fung, Y. Y. (2005). Teachers' views on and use of printed materials in a distance learning teacher education course. Open Learning: The Journal of Open, Distance and e-Learning, 20(2), 175-183.
[20]. Gebel, S., & Bozkurt, A. T. (2022). Teachers' opinions on distance in-service training activities organized by the turkish ministry of national education. Gaziantep University Journal of Educational Sciences, 6(1), 42-62.
[21]. Gillies, D. (2008). Student Perspectives on video conferencing in teacher education at a distance. Distance Education, 29(1), 107-118.
[22]. Gültekin M., & Çubukçu Z. (2008). Perceptions of primary school teachers about in-service training. MANAS Journal of Social Studies, 10(19), 185-201.
[23]. Gültekin, M, Çubukçu, Z., & Dal, S. (2010). In-service training needs of the primary school teachers regarding education teaching. Ahmet Keleşoğlu Faculty of Education Journal, 29, 131-152.
[24]. Hall, D., & Knox, J. (2009). Issues in the education of TESOL teachers by distance education. Distance Education, 30(1), 63-85.
[25]. Hill, H. C. (2009). Fixing teacher professional development. Phi Delta Kappan, 90(20), 470-476.
[26]. Holmes, A., Signer, B., & MacLeod, A. (2010). Professional development at a distance: A mixedmethod study exploring inservice teachers' views on presence online. Journal of Digital Learning in Teacher Education, 27(2), 76-85.
[27]. Hoque, K. E., Alam, G. M., & Abdullah, A. G. K. (2011). Impact of teachers' professional development on school improvement-an analysis at Bangladesh standpoint. Asia Pacific Education Review, 12(3), 337-348.
[28]. Houser, J. (2015). Nursing Research: Reading, Using, and Creating Evidence (3rd Ed.). Burlington: Jones ve Bartlett Learning.
[29]. İlğan, A. (2017). Professional Development and Supervision of Teachers. Ankara: Anı Publishing.
[31]. İşman, A. (2008). Distance Education. Ankara: Pegem Academi.
[32]. Jacob, R., Hill, H., & Corey, D. (2017). The impact of a professional development program on teachers' mathematical knowledge for teaching, instruction, and student achievement. Journal of Research on Educational Effectiveness, 10(2), 379-407.
[33]. Jensen, B., & Farmer, J. (2013). School Turnaround in Shanghai: The empowered-management program approach to ımproving school performance. Center for American Progress.
[34]. Karal, H., Çebi, A., & Turgut, Y. E. (2011). Perceptions of students who take synchronous courses through video conferencing about distance education. The Turkish Online Journal of Educational Technology (TOJET), 10(4), 276-293.
[35]. Karataş, S. (2008). Basic Concepts and Theoretical Foundations. Internet-Based Education. Ankara: Nobel Publishing.
[36]. Kitiş, C. A. (2010). School Administrators' Concepts of Distance İn-Service Training, (Master's Dissertation, Pamukkale University Graduate School of Social Sciences, Denizli, Turkey).
[38]. Koç, S. E. (2021). What kind of distance education? Evaluation of the work done at the end of 1 year. International Anatolia Academic Online Social Sciences Journal, 7(2), 13-26.
[39]. Lewis, C. (2009). What is the nature of knowledge development in lesson study?. Educational Action Research, 17(1), 95-110.
[40]. Lu, M., Loyalka, P., Shi, Y., Chang, F., Liu, C., & Rozelle, S. (2019). The impact of teacher professional development programs on student achievement in rural China: Evidence from Shaanxi Province. Journal of Development Effectiveness, 11(2), 105-131.
[41]. Mc Millan, J. H., & Schumacher, S. (2001). Research in Education: A Conceptual İntroduction (5th ed.). Priscilla McGeehon.
[42]. Merriam, S. B. (2013). A Guide to Qualitative Research Design and Practice. Ankara: Nobel Publishing.
[43]. Merriam, S. B., & Grenier, R. S. (2019). Introduction to Qualitative Research. Qualitative Research in Practice: Examples for Discussion and Analysis. San Francisco: Jossey-Bass.
[44]. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research. A Guide to Design and İmplementation. San Francisco: Jossey-Bass.
[45]. Midkiff, S. F., & DaSilva, L. A. (2000, August). Leveraging the web for synchronous versus asynchronous distance learning. In International Conference on Engineering Education, (pp. 14-18).
[46]. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis (2nd Edition). London: Sage.
[47]. Muhirwa, J. M. (2009). Teaching and learning against all odds: A video-based study of learner-toinstructor interaction in international distance education. International Review of Research in Open and Distance Learning, 10(4), 1-24.
[49]. Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Publishing.
[50]. Odabaş, H. (2003). İnternet tabanlı uzaktan eğitim ve bilgi ve belge yönetimi. Türk Kütüphaneciliği, 17(1), 22-36.
[53]. Oran, M. K., & Karadeniz, Ş. (2007). Mobile learning role in internet based distance education. Academic Informatics Conference Proceedings, 167-170.
[54]. Özavcı, E., & Çelikten, M. (2017). The problems encountered in distance teacher training programs and solutions they offer to those problems. Turkish Journal of Educational Studies, 4(2) , 39-76.
[55]. Özden, Y. (2002). Searching for new systems in education. In Introduction to the Teaching Profession (pp. 269-295). Ankara: PegemA Yayıncılık.
[56]. Özen, R. (2006). Perceptions of primary school teachers about the effects of ınservice training (INSET) programs: A case study Düzce. Abant İzzet Baysal University Journal of the Faculty of Education, 6(2), 141-160.
[57]. Özgüven, İ. E. (1992). Interviewing Principles and Techniques. Ankara: Psychological Counseling Guidance and Education Center.
[58]. Parmaksız, R. Ş., & Sıcak, A. (2015). Opinions of teacher's about the in-service training. Uşak University Journal of Social Sciences, 8(4), 184-212.
[59]. Patton, M. Q. (2014). Qualitative Research and Evaluation Methods. Ankara: Pegem Academi.
[60]. Pozdnyakova, O., & Pozdnyakov, A. (2017). Adult students' problems in the distance learning. Procedia Engineering, 178, 243- 248.
[61]. Rabionet, S. E. (2011). How i learned to design and conduct semi-structured interviews: An ongoing and continuous journey. Qualitative Report, 16(2), 563-566.
[62]. Robinson, B., & Latchem, C. (2003). Teacher Education Through Open and Distance Learning. London: Routledge.
[63]. Saban, A. (2000). New approaches in in-service training. Journal of National Education, 145(1), 25-27.
[64]. Saxe, G., Gearhart, M., & Nasir, N. S. (2001). Enhancing students' understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55-79.
[65]. Stephens, D., & Boldt, G. (2004). School university partnerships: Rhetoric, reality and intimacy. Phi Delta Kappan, 9(85), 703-707.
[66]. Streubert, H. J., & Carpenter, D. R. (2011). Qualitative Research in Nursing (5th Edition). Philadelphia: Lippincott Williams & Wilkins.
[67]. Şen, B., Atasoy, F., & Aydın, N. (2010). Low cost webbased distance education system application. Academic Informatics Conference Proceedings, (pp. 10-12).
[70]. TED. (2009). Teacher Competencies. Ankara: Turkish Education Association.
[72]. Tomlinson, H. (2000). Managing Professional Development in Schools. School Leadership & Management, 20(3), 392.
[73]. Traxler, J. (2018). Distance learning-predictions and possibilities. Education Sciences, 8(35), 1-13.
[74]. Tsolokidis, C. (2000). Distance education: A second best in learning?. Turkish Online Journal of Distance Education (TOJDE), 1(1), 12-16.
[75]. Umurhan, H. (2014). Motivating Factors of Distance Education for Faculty: Gazi̇ University, (Master's Dissertation, Gazi University Informatics Institute, Ankara, Turkey).
[76]. Uşun, S. (2006). Distance Education. Ankara: Nobel Broadcast Distribution.
[77]. Villegas-Reimers, E., & Reimers, F. (2000). Professional development of teachers as lifelong learning: Models, practices and factors that influence it. Board on International Comparative Studies in Education (BISCE) of the National Research Council, Washington DC.
[78]. Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11(4), 522-537.
[79]. Yazıcı, Ö., & Gündüz, Y. (2011). A comparison of inservice training of teachers in some developed countries and Turkey. Journal of Theoretical Educational Science (KEG), 4(2), 1-15.
[80]. Yıldırım, A., & Şimşek , H. (2018). Qualitative Research Methods in the Social Sciences (11th Edition). Ankara: Seçkin Publishing.
[81]. Yılmaz, H., & Düğenci M. (2010). A different solution to in-service training: e-in-service training. Academic Informatics Conference Proceedings (pp. 67-74). Muğla University, Muğla.
[82]. Yuena, A. H. K., & Mab, W. W. K. (2008). Exploring teacher acceptance of e-learning technology. AsiaPacific Journal of Teacher Education, 36(3), 229-243.
[83]. Zepeda, S. J. (2015). Job Embedded Professional Development: Support, Collaboration, and Learning in Schools. NY: Routledge, Taylor & Francis Group.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.