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Yirci, R., Durna, Ş. & Kocabaş, İ. (2021). The Current

Status of in-Service Trainings for Teachers and

Expectations: Do They Match? International

Online Journal of Education and Teaching

(IOJET), 8(2). 762-777.

Received : 23.04.2020

Revised version received : 21.09.2020

Accepted : 15.10.2021

THE CURRENT STATUS OF IN-SERVICE TRAININGS FOR TEACHERS AND

EXPECTATIONS: DO THEY MATCH?

(Research article)

Ramazan Yirci 0000-0003-4696-7420

KSU Faculty of Education, Department of Educational Sciences

E-mail: yirci@ksu.edu.tr

Correspondence Assoc. Prof. Dr. Ramazan YİRCİ

Şerife Durna 0000-0003-3784-7072

KSU School of Foreign Languages,

E-mail: serifedurna@ksu.edu.tr

İbrahim Kocabaş 0000-0002- 3540-2427

Yildiz Technical University, Faculty of Education

E-mail: ibrahimkocabas06@gmail.com

Dr. Ramazan Yirci is an Associate Professor at KSU Faculty of Education. His research

interests include teacher training, school management and mentoring in education.

Lecturer Serife Durna works at KSU School of Foreign Languages and also is a PhD

candidate in English Language and Literature at Erciyes University, Kayseri. She is

interested in Teacher Development, Curriculum Development, CALL, Distance Education

and Young Learners.

Prof. Dr. İbrahim Kocabaş is a full time professor at Yildiz Technical University, Faculty of

Education. His studies focus on mentoring, teacher training and educational planning.

http://orcid.org/xxxx
http://orcid.org/xxxx
http://orcid.org/xxxx

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763

Material published and so copyrighted may not be published elsewhere without written permission of IOJET.

THE CURRENT STATUS OF IN-SERVICE TRAININGS FOR

TEACHERS AND EXPECTATIONS: DO THEY MATCH?

Ramazan YİRCİ

yirci@ksu.edu.tr

Serife DURNA

serifedurna@ksu.edu.tr

İbrahim KOCABAŞ

ibrahimkocabas06@gmail.com

Abstract

Taking into consideration the INSETs’ direct influence on teachers’ professional

development and indirect influence on the education, the present study aims to find out

teachers’ views about in -service training activities and their proposed solutions to improve

the effectiveness of the in-service training activities through the semi- structured and in-depth

interviews. Moreover, the latest statistics of in-service trainings in Turkey was examined with

holistic and critical approach. 59 teachers from three different types of school (primary,

secondary, junior high school) in Turkey participated in the study. Data were collected

through a semi-structured interview, and analyzed through content analysis by searching for

patterns and synthesizing them. NVivo 8 was used to code the transcriptions and to derive

broader themes shaped around core meanings and then to group together (Miles &

Huberman, 1994). While the most useful aspects of in-service training programs are found as

professional development, meeting new people and professional development, weaknesses of

in-service training programs are poor planning, lack of qualified trainers and lack of practical

implications according to teacher opinions. Teachers suggested that employing expert

trainers, effective planning and more interactive contents are crucial for an ideal INSET

activity. The study concludes with possible reasons for the problems in concern, and practical

implications.

Keywords: Teaching Profession, Professional Development, In-Service Training,

Teachers.

1. Introduction

In-service training can be defined as a training that makes individuals who are working in

a particular job acquire the necessary knowledge, skills and attitudes regarding their duties

(Taymaz, 1997; Pehlivan, 1997). To increase the knowledge, skills and positive beliefs of

teachers, in-service training is considered as an effective method. 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

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Yirci, Durna & Kocabas

764

knowledge, improve their skills and assess and develop their professional approach

(Perron,1991). It has an important role in professional development of teachers by improving

their knowledge in an organized program and it aims to improve the performance of the

personnel in school setting. Positive effects of in-service trainings on teachers’ professional

and personal development by increasing positive attitudes and self-confidence are stated.

Also it helps teachers broaden their knowledge about new theories and curriculum content

and to develop their skills and teaching practices (Freeman,1989;Joyce & Showers,1980).

Also, INSET courses improve the successful implementation of curriculum innovations and

the quality of education (Hayes,1995; Budak, 1998; Hayes,2000; Boydak &Dikici, 2001;

Seferoğlu, 2004; Lieberman and Pointer-Mace, 2008; Odabașı-Çimer et al., 2010).

Teachers need in-service trainings to complete their shortcomings before beginning their

profession and after they begin teaching. In particular, it can be claimed that in-service

training is obligatory especially for novice teachers because of the lack of adequate

experience regarding the teaching profession, inability to comply with changes and

developments, the necessity to learn some knowledge and skills only on the job, the desire of

personal development (Selimoğlu &Yılmaz, 2009). Although they have an important role,

they need to be included within a larger educational policy model which necessitates the

active involvement and cooperation of key educational agents (Nicolaidis & Mattheoudakis,

2008; Gökdere and Çepni, 2004; Sandholtz, 2002).

Organization and financial support of pre-service and in-service teacher training programs

in Turkey have been managed by Teacher Training Department of MoNE since 1960. In this

respect, the Turkish Ministry of National Education (MoNE) is responsible for running

teachers professional development through the in-service training. The in-service teacher

trainings aim to empower individuals in their professionals, to develop professionalism and

skills of lifelong learning, to make their adaptation to the changes and to improve their

required performance (MoNE, 2011).

Gültekin and Çubukcu (2008) in their studies about primary education teachers’ opinions

on in-service training suggested that qualitative research should be done to examine different

aspects of the issue. This paper specifically aims to analyze the latest statistics of in-service

trainings in Turkey with holistic and critical approach and it tries to find out teachers’

opinions about in -service training activities and their proposed solutions of what can be done

to improve the effectiveness of the in-service training activities through the semi- structured

and in-depth interviews to provide deeper insight about in-service trainings in Turkey. Based

on the aim, this study seeks for responses to the following research questions:

1) What is the current situation of INSETs in Turkey regarding statistics released by

MoNE?

2) What are the strengths and weaknesses of INSET according to teachers’ opinions?

3) What are the teachers’ suggestions about ideal INSET program?

2. Literature Review

The changes and developments in science, technology and society cause the inadequacy of

education in the educational institutions. Rapid development and changes in the modern

times have brought along the need for more qualified human power. Depending on these

developments, the term “lifelong education” has become more important not only for

individuals but also for all kinds of social organizations. INSETs are one of the most

International Online Journal of Education and Teaching (IOJET) 2021, 8(2), 762-777

765

important programs that organizations prefer to use to develop their personnel (Neo and

Wilk,1993; Yalın, 2001).

In-service training is expected to increase the quality of the products / services produced

by workers who are informed in terms of job requirements, professional knowledge and

professional ethics and labor productivity (Sieben, 2007). In-service training improves the

skills of the occupation, enhances the knowledge and experience, and earns competence in

the workplace. In-service training makes it easier for newcomers to learn and adapt to the

workplace while facilitating compliance with changes in existing occupations and refreshing

their professional knowledge. In this sense, in service training is seen as an investment that

enhances the institution's flexibility to change. Because educated workforce through in-

service training can manage change easily and surely, this will help the organization expand

(Aytaç, 2000; Gül, 2000; Bryan, 2006; Kaya et al.,2006; Selimoğlu &Yılmaz, 2009).

Uysal (2012) examined one-week INSET to scrutinize its effect on language teachers’

attitudes, knowledge, and classroom practices. It was found that despite its limitations

especially in terms of planning and evaluation phases, and its impact on teachers’ practices,

the teachers’ attitudes were positive towards the course in general.

Kavak et al. (2012) examined primary and secondary school teachers’ opinions about in-

service teacher training programs in Turkey. 681 teachers from 26 different schools in

Ankara participated in the study and the data were collected through In-service Teacher

Training Inventory (ITTI) developed by Yamak et al. (2011). The results of the study

revealed that teachers do not prefer distance learning despite their internet access and having

computers at home. They want the trainings conducted by university lecturers who are

experts in their fields in their own schools and during working hours.

In another study, Bozkurt et al (2012) found out curriculum, drama and theatre,

scientific developments in their own fields were among the popular subjects that teachers

want to receive in trainings. Conducting a needs analysis is suggested by the teachers for a

better planned training. Especially in terms of the quality of the instructors, teaching

methods, duration of the trainings and after course support, INSET courses were found to be

ineffective (Çimer et al., 2010). For effective INSET courses it was suggested that at the end

of the courses evaluation should be done.

The problems found in the studies are “insufficient number of INSET courses”

(Küçüksüleymanoğlu, 2006); “top-down structure of the courses imposing topics and content

selected by others” (Bayrakçı, 2009; Odabașı-Çimer et al., 2010; Özer,2004); “presentation

of the programs in forms of short “one-shot” courses” (Daloğlu, 2004); “implementation of

transmission methods without allowing teachers to reflect on their experiences, participate in

learning, and collaborate with peers” (Bayrakçı,2009;Özer,2004); and “lack of follow-up

support and evaluation mechanisms” (Bayrakçı, 2009 cited in Uysal, 2012). Furthermore,

Ilğan (2013), Yiğit and Altun (2011), Nartgün (2006) reported that most of the INSET

courses for teachers are theoretically predominant and the teachers' needs and requests are

ignored. In fact, INSET programs in Turkey have some similar problems with other INSET

programs in different countries. For instance, Harris, Cale & Musson (2012), Little (1993),

Miller (1998), Sandholtz (2002), Ho & Yip (2003), Fickel (2002) assert that the INSET

programs are lack of practical implications and teachers are not active in these programs. In

this perspective, defining the problems regarding INSET programs and finding solutions to

these problems based on the perceptions of teachers can be useful to organize more effective

INSET programs and the findings of this specific research can give a general idea to the

policy makers in education all around the world.

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766

3. Method

A sample of 59 teachers with different years of professional experience (23 primary, 18

secondary school and 18 junior high school teachers) from 3 different schools participated in this

study. Moreover, all of the teachers participated in at least 3 in-service teacher trainings in their

professional life.

Semi-structured and in-depth interviews were used to collect the data. The interview

consisted of demographical and open-ended questions (e.g., what are your suggestions regarding in-

service trainings’ improvement?). After taking the opinions of experts in the field, the interview

questions were revised and then piloted. The data were computerized, read and coded by the

researchers, and were analysed through content analysis by searching for patterns and synthesizing

them. The transcriptions were coded through NVivo 8 and then were grouped together to “derive

broader themes shaped around core meanings” (Miles & Huberman, 1994).

In addition to the interviews, the latest statistics of in-service trainings were also analysed and

inferences were made with reference to existing literature and the results of this study. Lastly, the

reliability of the study was ensured by using multiple strategies for the credibility (e.g. expert

opinions), transferability (e.g., purposive sampling).

Table 1. Distribution of Teachers According to School Types

Schools Number of Teachers

Primary School 23

Secondary

School

Junior High

School

Total 59

As seen in Table, 1 nearly equal number of teachers from three different types of schools

participated in the study. Collecting data from different types of schools may facilitate interpretation

and generalization.

Table 2. Demographic Information about Participants

Gender Number

Teachers

Age

Interval

Seniority Number of

Attended INSET

Courses

Female 30 24- 49 2-29 3-25

Male 29 29- 64 3-28 3-25

As seen in Table 2, an equal number of male and female teachers took part in the current

research. Age of the participants ranges from 23 to 50 and they have worked as a teacher from 1 to 27

years. That’s both novice and experienced teachers participated in the study and share their opinions

about INSETs. Moreover, the participants attended at least three INSETs. Table 3 shows the

distribution of the participants according to their subjects.

International Online Journal of Education and Teaching (IOJET) 2021, 8(2), 762-777

767

Table 3. Distribution of Participants’ subjects

Field Number of

teachers

Turkish 3

English 11

Social Sciences 4

Primary 17

Science 5

Guidance 4

Turkish Literature 3

Special Education 3

Arabic 1

Art 1

History 1

Music 1

Maths 5

Total 59

As seen in Table 3, the number of English and Primary school teachers is more than the other

teachers because the majority of the personnel in primary schools are primary school teachers.

Moreover, English teachers are more willing to participate in the study when compared to other

teachers.

4. Findings

The first question of the survey investigated the current situation of INSETs in Turkey

regarding statistics released by MoNE. Table 4 illustrates the number of centrally and locally

organized INSETs in 2015 and 2016.

Table 4. Number of Centrally and Locally organised INSET activities in 2015 and 2016

Year Centrally organized

Inset Number

Locally organized

Inset Number

Total

2015 23.669 341.354 365.023

2016 22.665 632.832 655.497

As seen in Table 4 INSETs activities are usually organized face to face. However, there are

also distance INSETs organized by MONE. In 2016, 1.729.016 teachers participated in both face to

face and distance INSETs. INSETs are still held especially in problematic areas such as leadership

and classroom management, proficiency, teaching methods and techniques, testing and evaluation,

material development, communication skills, using technology effectively and efficiently, foreign

language, and professional ethics. (MONE 2017a). Current number of teachers with the latest

appointment is nearly one million in Turkey. In December 2016, the number of teachers is 900.511.

447.638 teachers have been appointed in the last ten years. The average age of teachers is 37, 04

which makes Turkey a country with the youngest teachers among OECD countries (MEB 2017b).

When the current number of teachers and the number of INSETs taken into consideration, the increase

in quantity is significant. However, there is still discussion about the quality of INSETs. According to

MONE (2017b) strategy report, MONE improves the quality of INSETs according to needs and does

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768

research and analysis about the needs of teachers’ professional development while keeping up with

international developments and innovations. It also aims to improve the quantity and quality of

INSETs and encourage all of the teachers to participate in these trainings with the help of distance

education for the next term.

The second question scrutinized the teachers’ opinions about strengths and weaknesses of

INSETs. Figure 1 shows the opinions of teachers about the strengths of INSETs.

Figure 1. The strengths of INSET activities

In the study, 95 different opinions were gathered from the participants and eight

groups were created based on their responses and displayed in Figure 1. Based on the

responses, learning new techniques and methods and meeting new people are the most

important strengths of INSETs. Participants stated INSETs contributed to their professional

development and they had the opportunity to learn about new educational perspectives.

However, eleven participants mentioned there aren’t any strengths of INSETs, two teachers

state:

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769

“We learn new information about our field, education system and new methods and

techniques. As a result, we renew ourselves and we also share methods and techniques with

each other.” (T 18).

“The most important strength of INSETs is that we feel important and it empowers us.

We learn specific information about education and we find opportunity to renew ourselves. It

changes our perspective and it specifically helped me in classroom management and

communication with students.” (T31).

The weaknesses of INSET activities were categorized under different themes based

on their responses and displayed in Figure 2.

Figure 2. The weaknesses of INSET activities

186 different opinions were gathered from the participants and nine groups were

created based on their responses, which is more than the strengths of INSETs. Based on the

responses, poor planning and timing of INSETs, long training hours, tiring content of the

courses were mentioned under poor planning.

The second most mentioned weakness of INSETs was the lack of qualified trainers.

21 opinions were stated about it and choosing the trainers among the experts was strongly

recommended by the participants. Lack of practical implications, boring and monotonous

trainings, and unwillingness of participants, recurrent subjects, poor facilities, not meeting

expectations and lack of dissemination were also among the weaknesses of INSETs. Two

teachers explained their opinions as following:

“Since some trainers are not expert in their field, we have difficulty in following the

course. They just read the texts in their hands and tries to finish the course in a hurry. They

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770

are not well-prepared for the training and there is lack of visual materials. There are also

many technical problems such as not opening videos, or electricity failure.” (T9)

“While choosing the content of the trainings, theoretical contents are preferred over

practical subjects. Timing of the trainings is not suitable for us, they usually take place

during the term when the schedule is very busy. Moreover, while choosing the participants,

willing teachers should be prioritized. Compulsory trainings are not useful for us.”(25)

Lastly, the teachers’ suggestions were asked about an ideal INSET program. 97

different opinions identified by them were divided into eleven groups, as shown in Figure3.

Figure 3. Teacher suggestions on INSET activities

According to Figure 3, participants are of the opinion that trainers who are experts in

their field should be appointed for INSETs. As a result, trainings can be much more fruitful

and informative. They also suggest cooperation with universities in choosing trainers. The

second most important suggestion for an ideal INSET program is effective planning.14

teachers mentioned this idea and they added timing of trainings should be suitable for the

participants, content should be interesting and have practical implications for the classroom.

INSET should be interactive and the participants should be encouraged for active

participation. Cooperation with universities, choosing the participants with objective criteria,

and the places with good facilities and technological equipment are the issues stated by the

participants. Also, two of the participants suggested an inspection and reward system that

could help improvement of INSETs. The following extracts are intended to illustrate

suggestions:

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771

“In trainings, there should be practical information, methods and techniques which

can be applied in the classroom. Trainers should be well-prepared for teaching. Also training

should be enriched with visual materials such as videos, posters to make training more

interesting. Trainers should create an environment where we can discuss our ideas.” (T34)

“Choosing voluntary participants based on objective criteria make trainings more

effective. Trainers should be chosen from universities not MONE. Trainings should be more

enjoyable and there should be more social activities.” (T6).

5.Conclusion and Discussion

This qualitative study aimed to find out strengths and weaknesses of INSETs and

suggestions of teachers for an ideal INSET. 59 teachers from three different kinds of schools

in Kahramanmaraş city centre participated in the study. Purposive sampling was used for

group selection and the main criterion for group selection was teachers’ attendance to at least

three INSETs.

When INSETs held by MONE were examined, it was found that both central and

local 365.023 INSETs in 2015 and 655.497 in 2016 in total were held by MONE. In 2016,

with distance trainings 1.729.016 teachers attended INSETs. Training subjects were

leadership and classroom management, proficiency, teaching methods and techniques, testing

and evaluation, material development, communication skills, using technology effectively

and efficiently, foreign language, and professional ethics. In December 2016, there are

900.511 teachers in Turkey and that number of INSETs seems enough in quantity. However,

according to research results, quality of trainings is not sufficient.

According to responses of the participants, two most important strengths of INSETs

are learning new methods and techniques and meeting new people. Kanlı and Yağbasan

(2002); Balay (2004), King (2002), Sandholtz (2002), Hayes (2000), Bezzina (2006), Yiğit

and Altun, (2011), Ergin et al. (2012) reported that INSETs provide new opportunities for

teachers to adopt new methods and techniques into their teaching practices. Teachers think

that INSETs are necessary to be able to adapt to scientific, technological and social changes,

to acquire the knowledge, skills and attitudes required for innovation and development in the

field of education and to improve themselves in the changing world. Findings of this specific

research show that teachers are of the opinion that INSETs contributed to their professional

development and helped them to gain new perspectives about education. Moreover, they also

state that INSETs helped their personal development. These findings regarding key benefits

of INSETs for teachers are in line with some other research findings such as Ozer (2004),

Durmuş (2003), Aydınalp (2008), Garuba, (2004), Fung, (2000).

Opinions about the weaknesses about INSETs were higher than the strengths of

INSETs, so it could be concluded that the teachers want INSETs’ quality to be improved. The

main weakness of INSETs was mentioned as poor planning. Because of poor planning,

INSETs take place in very busy time of teachers and as a result they are regarded as tiring

and boring. Firstly, needs analysis should be conducted cautiously and courses should be

planned and delivered accordingly for an effective INSET. However, very few countries

assess teachers’ needs and this can be because of the lack of research and knowledge about

the procedure of needs assessment.

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772

The second weakness of INSETs is trainers’ not being experts in their field.

Furthermore, they underlined the importance of communication skills of trainers and they

reported that trainers should be qualified in human relations. The lack of practical training

subjects, not active participation of teachers and the need for objective criteria for choosing

the participants were also among the results of the study. Furthermore, the gap between the

teachers’ own realities and the INSET can be the reason of low impact classroom practices as

pointed out in previous studies (Uysal, 2012; Fullan, 2001; Hayes; 2000). Also, in previous

studies it was stated that scientific research methods were not used in while assessing the in-

service training needs of teachers (Sahin, 1996; Beduk, 1997; Taymaz, 1997).

It can be concluded that INSETs became monotonous and do not meet expectations of

teachers. In line with the previous studies, the teachers are not motivated enough to attend in-

service training activities and this can be attributed to lack of motivational factors in

educational system (Beduk, 1997; Taymaz et al., 1997; Ozer, 2001) and the lack of objective

criteria while selecting the teachers for in-service training programs (Sahin, 1996; Ozer,

2001). Teachers indicate that in-service programs do not respond to the teachers’ learning

needs adequately, and during most of the INSETs programs teachers are very passive. This

finding is in line with the findings reported by Akçadağ (2012), Sandholtz (2002).

Concerning with the suggestions for an ideal INSET, appointing the qualified trainers

is the most mentioned suggestion among the participants. It was expected the trainers taking

part in INSETs should be experts in their field. The instructors’ being not competent enough

in their field is concluded in previous studies about the effectiveness of INSET courses with

teachers at different schools in Turkey (Miser et al., 2006; Ayas et al., 2007). Also the

participants suggested that academics from university should teach in INSETs. Teachers state

that INSETs should be held in summer months or half term holiday when teachers are not

busy. Trainings should be enriched with visual materials to be much more enjoyable,

teachers’ active participation should be encouraged, technological equipment should be used

effectively and efficiently, and cooperation with universities should be encouraged. The

result is in line with previous studies (Kavak et al., 2012; Ozer, 2004; Akar, 2007). INSETs’

quality could be improved by voluntary participation of teachers, evaluation and inspection of

INSETs and rewarding the participants according to responses of the participants. In other

studies, it was stated that a workshop after course can motivate the teachers to practise their

knowledge and can be a useful feedback on teaching and the changes (Waters & Vilchez,

2000; Waters, 2006).

6. Implications

INSETs are necessary to improve teacher qualifications and maintain their enthusiasm

for their job. Also as suggested by Ünsal et al. (2017) as an alternative to MONE,

organizations enabling teachers to develop professionally may be held, and necessary

supervision could be provided. Ana Maria Forte and Maria Assunção Flores (2014) also

stated that it is of vital importance to analyse the relationship between the national system

and the school in terms of organisational and professional requirements.

According to findings of this specific study, it is evident that INSET programs

organized by MONE should be revisited in terms of content, planning, venue and trainers.

International Online Journal of Education and Teaching (IOJET) 2021, 8(2), 762-777

773

INSET programs can be strengthened by school-based practices to create the schools as

professional learning communities, and teachers' professional behaviours (Cansoy & Parlar,

2017). In this context mentoring applications can be beneficial to promote teacher training

practices. Especially peer mentoring was reported to enhance professional development,

collective learning, shared expertise as well as professional learning communities for teachers

(Heikkinen et al., 2012; Langelotz, 2013; Tirri,2014; Kissau & King; 2015). According to the

results of the research done by Yirci (2017), it has been determined that teachers attach great

importance to colleague assistance for their professional and personal development. It seems

that experience sharing and peer-to-peer assistance have greatly contributed to the

development of teachers. Because of the fact that particularly novice teachers have often

resorted to the opinions of more experienced teachers on professional matters, integrating

peer mentoring into INSET programs can facilitate to increase the quality of these programs.

The following precautions might be recommended to stakeholders of INSETs and

policy makers:

1) MoNE should be much more careful during planning stage and should take

participants’ expectations into consideration. INSETs should take place during the summer

months when teachers’ participation into trainings could be high.

2) Trainers should be selected among the experts and experienced people in their

field. Cooperation between MONE and universities should be increased. This will be

beneficial both for both academics and teachers since teachers may learn from experts and

academics may learn about first-hand information from teachers.

3) Teachers should be more active in training. INSETs could be enriched with

technological facilities and visual materials.

4) While choosing participants for INSET, voluntary teachers should be evaluated

according to objective criteria.

5) Feedback about the effectiveness of INSETs should be gathered.

6) A reward system could be introduced to encourage voluntary participation.

7) To ensure maximum quality, before INSETs at planning stage, a complete needs-

analysis should be conducted (Uysal, 2012; John and Gravani, 2005). Also national wide

needs analysis could be done under supervision of MONE. A committee of academicians and

teachers can be formed to conduct the needs analysis and the planning stage of such courses.

8) To increase the efficiency of the courses, co-operation between policy-makers,

INSET planners, academics and teachers is necessary.

7. Conflict of Interest

The authors declare that there is no conflict of interest.

8. Ethics Committee Approval

The corresponding author confirms that Kahramanmaraş Sütçü İmam University

Social Sciences and Humanities Ethics Committee gave approval for the research. The

approval document number is 72321963-020.

Endnote: The initial version of this study was presented as an oral presentation at the

European Conference on Educational Research (ECER) in Copenhagen, Denmark, 22-25

August, 2017

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