In-service training

In- service professional development activities seem to be of much significance to teachers who face challenges in teaching or teaching related issues such assessment and curriculum development. Despite the rich literature review of teachers' professional development, in-service professional development needs of EFL teachers have not been assessed yet. The present study aimed at developing and validating an in-service professional development needs scale for EFL teachers. In doing so, a mixed research method was used. In the qualitative phase, the professional development needs were explored through interviewing with 20 EFL teachers who were selected through purposive sampling. In the quantitative phase, the professional development scale was submitted to 220 teachers. Data were analyzed through running exploratory factor analysis and Cronbach's alpha. Results showed that extracted professional development needs were reduced to four main areas: a) teaching, communication skills and assessment, b) educational psychology and technology, c) material development, and d) language and meta-language skills. The findings can be used by language schools and educational centers to provide EFL teachers with the most urgent professional development needs.

Purpose: The purpose of this study was to design and validate a model for improving in-service training of medical university staff. Methodology: This research is an applied type of qualitative-quantitative research. The study population consisted of 15 elites who were selected through purposive sampling and in the quantitative section of 380 persons by stratified random sampling with proportional allocation among staff of Khuzestan University of Medical Sciences. The data were collected through structured interviews and a researcher-made questionnaire that was implemented in qualitative and quantitative sections, respectively. The findings showed that organizational development, role of instructor, assigned tasks, professional skill, training facilities, content, attitude to training, trust building, knowledge of elites and experts were among the influential components in in-service training. Findings: Findings related to Structural Equation Technique using pls software also showed that all the above-mentioned components were significantly higher than the value of 1.96 at the significant level of 0.95. In other words, these components are highly influential in evaluating in-service education from the perspective of course learners. Conclusion: The findings also showed that the improvement of in-service training evaluation system plays an important role in the effectiveness of the workforce as well as the proper training of human resources in the direction of achieving the goals of the system of managers in the Medical Sciences University.

Purpose: The purpose of this study was to compare teacher’s empowerment systems based on in-service trainings. Methodology: The present study was practical in terms of purpose and qualitative research in terms of data collection using a four-stage approach introduced by George. Z. Brady and John Stuart Mill’s method of agreement .The statistical population included countries (Canada, South Korea, Japan, Finland, and Australia, due to the absence of African countries in the ranking, Malaysia due to its close cultural and political context) according to the ranking in Legatum Success Index (2019) and the characteristics of pre-service and in-service teacher training (Arthur Donald chaker and Richard Hines, 1997) that was selected based on purposive sampling .The information needed to answer the questions of this research has been collected through library documents, research reports, encyclopedias and university statutes, and site searches. Findings: Research findings show that teacher’s professional development should be considered as a process system and their professional development should be systematically designed, supported, budgeted and reviewed. This system should promote and make teachers effective. Conclusion: Each country’s principals and officials considering regional requirements along with upstream documents implement different measures and programs to improve the quality of teacher’s empowerment programs