This article pinpoints studies conducted on in-service training events for teachers. It is written and organized as a review of related literature in the dissertation of Dr. Mary Alvior. This article provides an example of a review of related literature focused on specific variables of studies made on teachers’ training.
Studies on In-Service Training for Teachers
Competency-based Training
Sharma (2010) conducted a study about the training needs of high school teachers in government and private schools of Bangkok. The study found that teachers preferred training in diagnosing students’ learning needs, identifying students’ personal needs and difficulties, organizing instruction for enrichment, developing multi-grade teaching skills, developing learning activities on subjects, adopting problem-solving skills, developing emotional intelligence skills, publishing research papers, conducting action research, and developing total quality management skills.
Hence, training for the aforesaid competencies that improve student performance as well as upgrade professional qualifications are highly required. A pragmatic approach is preferred.
Self-reported Needs
Likewise, the studies of Mizuno (2004) and Yang (2005) affirmed that teachers viewed in-service education to be more effective when the content of the training is based on their self-reported needs. They also found the important factors that can improve teachers’ willingness to participate in in-service training programs. These factors include the following content and procedure-oriented preferences of teachers:
(1) competent resource persons,
(2) involvement of trainees in the training process,
(3) consultation with teachers to assess their needs, and
(4) support to teachers to implement new ideas/innovations acquired in in-service training programs.
Competent resource persons imply meaningful learning among teachers. Involvement makes training effective as teachers do hands-on activities thus prevents passive listening. Consulting with teachers ensures the relevance of the training. Lastly, the application of learning is emphasized.
They further agreed that it is not the duration of the program but the degree of satisfaction with the in-service training events that contribute to the impact of the training at the classroom level. They likewise believed that student performance is dependent upon the teachers’ quality of teaching. Thus, it is essential to enrich teaching skills and quality of teaching, as well as to adjust their training according to their work situation.
Likewise, Yang (2005) emphasized the need for INSET providers to spend some time listening to teachers’ voice, investigating what teachers really need, and designing appropriate programs with suitable speakers before any INSET course is implemented. INSET should not be carried out in a “top-down” direction; instead, it should be built up from down to top, in which teachers may be empowered to decide which training activities are suited to them.
Indeed, teachers become satisfied with in-service training programs if their professional needs are addressed during the training. This is true in the case of teachers in the Universiti Putra Malaysia (UPM) who were highly satisfied with their training programs (Bakar et al., 2008).
Conclusion
In conclusion, teachers need to continually engage in any in-service training activity in order to develop their quality of teaching. As Mizuno (2004) quotes Desforges (1995), “The best of teachers spend a lifetime learning to improve on their professional practice.”
References
1. Sharma, S. (2010). Perceptions of teachers & school leaders on competencies of teachers & training needs. Academic Leaderhip The Online Journal, Current Issue – Volume 8 Issue 4. Retrieved 16 January, 2010 from http://www.academicleadership.org/article/Perceptions_of_Teachers_School_Leaders_on_Competencies_of_Teachers_Training_Needs
2. Mizuno, C. (2004). A comparative study of teacher education in japan, korea, and australia. Retrieved 1 February, 2011 from http://www.paaljapan.org/resources/proceedings/PAAL8/pdf/pdf024.pdf
3. Bakar, R., Konting, M., Jamian, R., & and N. Lyndon (2008). Teaching efficacy of Universiti Putra Malaysia trainee teachers in teaching Malay Language as a first language. Pertanika Journal of Social Sciences and Humanities, 16, 1-14.
4. Yang, W. H. (2005). An Investigation of English Teachers’ Perspectives on INSET Needs and Provision in Taiwan. Retrieved 8 July, 2010 from http://163.21.239.11/dspace/bitstream/987654321/3545/1/11.pdf
© 2015 January 16 M. G. Alvior
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