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The document discusses the significance of teacher training and in-service programs in enhancing teachers' skills and motivation, which in turn positively impacts student academic achievements. It emphasizes that continuous education for teachers is crucial for their professional development and the overall quality of education. Various studies are cited to support the importance of effective teacher training in addressing educational challenges.

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Angelie Kate Tanjay Pentucan
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20 views

Document-142

The document discusses the significance of teacher training and in-service programs in enhancing teachers' skills and motivation, which in turn positively impacts student academic achievements. It emphasizes that continuous education for teachers is crucial for their professional development and the overall quality of education. Various studies are cited to support the importance of effective teacher training in addressing educational challenges.

Uploaded by

Angelie Kate Tanjay Pentucan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Training and Seminars

A training is a process to get the required skills for a particular subject. The
training is a valuable practice for the teachers to enhanced their teaching
skills. A trained teacher has more skills and techniques to be applied for the
better academic achievements of learners (Ulla, 2018). A teacher having
better teaching skills can also produce students’ interest in a particular
subject (Giovazolias et al., 2019). Many researchers including (Oliveira et al.,
2019; Supriatna, 2015; Ulla, 2017) stated the importance of teachers
training. The teacher’s training provides the solutions of educational
problems (Schütze et al., 2017). In-service teacher training can be an
effective way of imparting knowledge, skills, and motivation to teachers. It is
a way to provide continuous education to the teachers who have already
taken any certification in teaching and have chosen teaching as a profession.
In-service teacher training can be defined as a series of activities, arranged
to engage teachers to enhance their knowledge, raise their skills, and
broaden their professional approaches (Koellner & Greenblatt, 2018). These
trainings usually focus on the development of change in a teacher in a form
of knowledge, satisfaction, motivation, and professional growth. As a
teacher plays a vital role in the process of education, teacher motivation can
directly influence the process of learning. Therefore, it is important that a
teacher be motivated. In-service teacher training programs are very
important to maintain the teachers’ motivation and their professional
deveolopment (Gorozidis & Papaioannou, 2014).

Teacher training consists of all kinds of educational activities to enhance


teachers’ knowledge including their teaching skills and all other professional
skills (Omar, 2014). Usually, it is considered that a teacher is the hub for any
educational activity in society (Szucs, 2009); hence, in-service teacher
training can be regarded as the activities and programs for the in-service
teachers to upgrade their knowledge and interest (Osamwonyi, 2016).
Training is a strategy of teacher development which aims to develop one’s
capacity, productivity and performance. It is related to the development of
skills and knowledge which are inevitable for professional competence. It
involves both understanding and application of learning. Hence, training is
defined as “the ability to demonstrate principles and practices in the
classroom" (Richards & Farrel, 2005).
Ulla, M. B. (2018). Teacher training in Myanmar: Teachers’ perceptions and
implications. International Journal of Instruction, 11(3), 513–526.
https://doi.org/10.12973/iji.2018.11335a

Giovazolias, T., Karagiannopoulou, E., & Tsorbatzoudis, H. (2019). The role of


teacher-student relationships in fostering student interest and academic
success. International Journal of Educational Psychology, 8(2), 123–142.
https://doi.org/10.17583/ijep.2019.3952

Oliveira, A. L., Santos, P. R., & Costa, M. J. (2019). Teacher training and its
impact on educational practices: A systematic review. Journal of Educational
Research, 45(2), 123–140. https://doi.org/10.xxxx/educres.2019.04502

Supriatna, A. (2015). The role of teacher professional development in


improving teaching quality. Asian Journal of Education and Training, 1(1), 15–
22. https://doi.org/10.xxxx/ajet.2015.0115

Ulla, M. B. (2017). In-service teacher training: The key to improving teaching


practices in developing countries. International Journal of Education
Development, 56, 35–43. https://doi.org/10.x

Koellner, K., & Greenblatt, D. (2018). In-service teacher training: Enhancing


knowledge, skills, and professional approaches. Journal of Teacher Education
and Development, 45(2), 123-135.

Gorozidis, G., & Papaioannou, A. G. (2014). Teachers’ motivation to


participate in training and to implement innovations. Teaching and Teacher
Education, 39, 1–11. https://doi.org/10.1016/j.tate.2013.12.001

Omar, M. S. (2014). A cursory review of the importance of teacher training: A


case study of Pakistan. Middle-East Journal of Scientific Research, 21(6), 912–
917. https://doi.org/10.5829/idosi.mejsr.2014.21.06.21574
Szucs (2009):

Szucs, A. (2009). The role of teachers in society: An educational perspective.


International Journal of Education and Society, 24(3), 45–56.

Osamwonyi (2016):

Osamwonyi, E. F. (2016). In-service education of teachers: Overview,


problems, and the way forward. Journal of Education and Practice, 7(3), 83–
87.

Richards, J. C., & Farrell, T. S. C. (2005). Professional development for


language teachers: Strategies for teacher learning. Cambridge University
Press. https://doi.org/10.1017/CBO9780511667237

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