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Summary


PRESCHOOL TEACHERS’ OPINIONS REGARDING IN-SERVICE TRAINING NEEDS: A PHENOMENOLOGICAL RESEARCH

The aim of this study is to determine the opinions of preschool teachers about in-service training needs and to explore the efficiency of the trainings given in this context. In the study, qualitative research method was used and this study was designed within a phenomenological framework. The in-service training experiences of thirteen preschool teachers were studied through a qualitative in-depth interview. These preschool teachers were selected based on purposive sampling method. A semi-structured interview schedule was designed by the researcher to determine the opinions of preschool teachers about in-service training needs. A qualitative content analysis approach was used to analyze the data obtained. The descriptive qualitative analysis resulted in some important themes. According to findings; preschool teachers thought that they did not find in-service trainings efficient and they needed to be expanded. In addition, it was revealed that there were deficiencies in trainings. Findings indicated that preschool teachers supported in-service training. However, there were some problems in the timing of in-service training at the school. In the study, preschool teachers said that the trainers should be experts and that there should be an innovative approach in the method of presentation. The participants emphasized that the issues of the in-service trainings given as a result of the changing world, science and technology are current and that they will benefit them in the teaching process.



Keywords

In-service training, preschool teachers, phenomenological design, teacher opinions, interview


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