@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(1):7-12
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(1):7-12
Nature of In-Service Teachings of Educators
ARTICLE INFO
Article Type
Original ResearchAuthors
Bakhtiyar Nasrabadi H.A. (1 )Najafi M. (1)
Nosrati Heshi K. (*)
Beirami Pour A. (2)
Cheraghyan Radi A. (3 )
(*) Education & Training Philosophy Department, Educational Sciences & Psychology Faculty, Isfahan University, Isfahan, Iran
(1 ) Education & Training Philosophy Department, Educational Sciences & Psychology Faculty, Isfahan University, Isfahan, Iran
(2) Educational Programming Department, Educational Sciences & Psychology Faculty, Shahid Chamran University, Ahvaz, Iran
(3 ) Education Planning Department, Education & Psychology Faculty, Isfahan University, Isfahan, Iran
Correspondence
Address: Room No. 349, Shahid Fahmide Dormitory, Isfahan University, Hezar Jarib St., Shiraz Gate, Isfahan, Iran. Postal Code: 8174673441Phone: +984524823504
Fax: +983117932342
kamalnosrati1367@yahoo.com
Article History
Received: March 9, 2013Accepted: July 22, 2013
ePublished: March 17, 2014
ABSTRACT
Aims
Nowadays, the professionalism of teachers, empowering teachers and improving the
quality of education depend on the continuous training of teachers during the profession.
The aim of this research was to investigate the correlation between capability and needs of
the educational affairs teachers.
Materials & Methods This descriptive survey study was conducted among the 850membered society of the educational affairs teachers of the secondary schools in Isfahan and 128 teachers were selected, using proportional to volume stratified sampling method. A researcher-made questionnaire which consisted of 21 items and divided into the two parts of ‘capabilities of the educational affairs teachers’ and ‘the educational affairs teachers’ feeling of the need for the in service trainings’ was used to collect data. Reliability of the questionnaire was estimated as 0.88. Data were analyzed, using ANOVA and Scheffe post hoc tests.
Findings Correlation between teachers’ capabilities and needs was significant only in nine items. (Negative correlation showed higher needs than capabilities) There was no difference between comments of the teachers about ‘the need for in service trainings’, regarding work experience. The highest average score was on the ‘use of the new teaching methods’ whose value was more than 4 in all three groups of the teachers.
Conclusion Planners of the educational affairs teachers in service trainings should consider teachers’ capabilities and needs together, while they determine the content of these trainings.
Materials & Methods This descriptive survey study was conducted among the 850membered society of the educational affairs teachers of the secondary schools in Isfahan and 128 teachers were selected, using proportional to volume stratified sampling method. A researcher-made questionnaire which consisted of 21 items and divided into the two parts of ‘capabilities of the educational affairs teachers’ and ‘the educational affairs teachers’ feeling of the need for the in service trainings’ was used to collect data. Reliability of the questionnaire was estimated as 0.88. Data were analyzed, using ANOVA and Scheffe post hoc tests.
Findings Correlation between teachers’ capabilities and needs was significant only in nine items. (Negative correlation showed higher needs than capabilities) There was no difference between comments of the teachers about ‘the need for in service trainings’, regarding work experience. The highest average score was on the ‘use of the new teaching methods’ whose value was more than 4 in all three groups of the teachers.
Conclusion Planners of the educational affairs teachers in service trainings should consider teachers’ capabilities and needs together, while they determine the content of these trainings.
CITATION LINKS
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[14]Naderi N, Salimi GH, Jamshidian A. Empowering employees through training and service. J Hum Soc Sci. 2007;20(2):1-20. [Persian]
[15]Salmani Dastjerdi I, Hemmati Nejad MA, Rahmaninia F. Relation In-service training of teachers of physical education with automatic to their effectiveness. Dep J. 2008;37(3):193-204. [Persian]
[16]Sabar P. curriculum development at school level. International encyclopedia of education, supplement1; 2000.
[17]Valcke M, Rots I, Verbeke M, van Braak J. ICT teacher training: evaluation of the curriculum and training approach in Flanders. Teach Teacher Educ. 2007;23(6):795-808.
[18]Edmonds C. Continuous quality improvement: Integration best practice in to teacher education. J Educ Manag. 2007;21(3):232-7.
[19]Günes T, Demir SE, Hoplan M, Çelikolu M, Günes O. The perceptions and needs of science and primary school teachers about in-service training. Soc Behav Sci. 2011;15:1102-9.
[20]Kavak N, Yamak H, Bilici SC, Bozkurt E, Darici O, Ozkaya Y. The evaluation of primary and secondary teachers’ opinions about in-service teacher training. Soc Behav Sci. 2012;46:3507-11.
[2]Cheryl R, Johana JF. Enhancing environmental education teaching skills through in-service education and training. J Educ Teach. 2005;31(1):3-14.
[3]Morant RW. In-service education within the school. London: George Allen and Unwin; 1981.
[4]Jorger RM. A comparison of the service education needs of two cohort of beginning Minnesota Agriculture Education teachers. J Agr Educ. 2002;43(3):11-24.
[5]Hargreaves A, Goodson IF. Teachers` professional lives. New prospects series 3. Washington DC: Falmer; 2005.
[6]Williams GL. Staff development in education: A guide to theory and a checklist for improving current practice. Sheffield: PAVIC; 1982.
[7]Day C. The challenge to be the best: reckless curiosity and mischievous motivation. Teachers Teach. 2002;8(3):421-34.
[8]Fickel LH. Quality professional development: suggestion about process and content. Educ Forum. 2002;67(1):47-54.
[9]Orangi Abdul Majeedandet. Impact on the performance of professional training of teachers Shiraz city: A new approach in the Quarterly. J Educ Manag. 2011;5(1):95-114. [Persian]
[10]Karroubi M, Methane M. Strategies for empowering employees through in-service training. Basirat. 2011;49(4):119-38. [Persian]
[11]Mirzamohammadi M. Ghazizadeh M. Attitude of teachers on the factors affecting their attitudes to education in-service training courses. Modern Educ Thought. 2008;4(1-2):43-48. [Persian]
[12]Hosseinian S. Tabatabai Sh. Effectiveness of training teachers and trainers, technical service-oriented professional with exceptional business and pleasure in Tehran on their professional capabilities. Modern Educ Thought. 2009;1(5):51-5. [Persian]
[13]Raufi M, Tarikhi Ghoochani Daroos A. Impact in-service training on efficiency and productivity of school administrators and staff. Educ Stud Psychol. 2009;1(5):67-80. [Persian]
[14]Naderi N, Salimi GH, Jamshidian A. Empowering employees through training and service. J Hum Soc Sci. 2007;20(2):1-20. [Persian]
[15]Salmani Dastjerdi I, Hemmati Nejad MA, Rahmaninia F. Relation In-service training of teachers of physical education with automatic to their effectiveness. Dep J. 2008;37(3):193-204. [Persian]
[16]Sabar P. curriculum development at school level. International encyclopedia of education, supplement1; 2000.
[17]Valcke M, Rots I, Verbeke M, van Braak J. ICT teacher training: evaluation of the curriculum and training approach in Flanders. Teach Teacher Educ. 2007;23(6):795-808.
[18]Edmonds C. Continuous quality improvement: Integration best practice in to teacher education. J Educ Manag. 2007;21(3):232-7.
[19]Günes T, Demir SE, Hoplan M, Çelikolu M, Günes O. The perceptions and needs of science and primary school teachers about in-service training. Soc Behav Sci. 2011;15:1102-9.
[20]Kavak N, Yamak H, Bilici SC, Bozkurt E, Darici O, Ozkaya Y. The evaluation of primary and secondary teachers’ opinions about in-service teacher training. Soc Behav Sci. 2012;46:3507-11.