Research article | Open Access
International Journal of Research in Teacher Education 2015, Vol. 6(2) 38-56
Connecting In-Service Teacher Education Programs to Classroom Teaching: A Case Study of Two Novice Teachers
pp. 38 - 56
Publish Date: July 01, 2015 | Single/Total View: 196/807 | Single/Total Download: 234/2.220
Abstract
This study investigates the influence of an in-service teacher training (INSET) course on the professional development and classroom practices of novice teachers. After their completion of an 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. The results indicated although participants responded positively on the INSET programs' contents, and felt the course contributed to their professional development, the INSET course did not have much effect on their teaching, due to interplay of cultural and contextual constraints.
Keywords: INSET, teacher development, novice teachers, teacher cognition.
APA 7th edition
Personn, J., & Yigitoglu, N. (2015). Connecting In-Service Teacher Education Programs to Classroom Teaching: A Case Study of Two Novice Teachers. International Journal of Research in Teacher Education, 6(2), 38-56.
Harvard
Personn, J. and Yigitoglu, N. (2015). Connecting In-Service Teacher Education Programs to Classroom Teaching: A Case Study of Two Novice Teachers. International Journal of Research in Teacher Education, 6(2), pp. 38-56.
Chicago 16th edition
Personn, Jan and Nur Yigitoglu (2015). "Connecting In-Service Teacher Education Programs to Classroom Teaching: A Case Study of Two Novice Teachers". International Journal of Research in Teacher Education 6 (2):38-56.
