Identification of In-Service Teacher Education Policies in Turkey and Investigation of Their Reflections on Practices

Oct 15, 2026

Uploaded by dabgoudw

The study identifies target policy provisions for in-service education within Turkey’s main teacher training and development policy papers, then examines how these provisions translate into actual practice. Using historical research as a qualitative method, data are collected through document analysis and evaluated via content analysis. Findings indicate two overarching frameworks for in-service training activities, with policy theories largely implemented, though some policies remain localized to specific cities rather than reflected nationwide.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Purpose and importance of in-service training

Historical development of in-service training in Turkey

Current categorization of in-service training

Table 1. Types of In-Service Training

Identification of In-Service Teacher Education Policies in Turkey and Investigation of Their Reflections on Practices Ömer Faruk ABİDE1 Gazi University Yücel GELİŞLİ2 Gazi University Abstract The general purpose of this study is to identify the target policies for in-service education in Turkey’s main policy papers and documents of teacher training and development institutions, and to investigate reflections of these policies on practice. The study was based on historical research, which is one of the qualitative methods. The data were collected through document analysis and analyzed with content analysis. Regarding the research results, it was determined that target policies for in-service training activities in the field of teacher training in Turkey were offered within two main frameworks. When the reflections of these policies on practice were evaluated accordingly, it was revealed that putting policy theories into practice was generally achieved; however, some policies were offered as specific to several cities without being reflected across Turkey. Keywords: Teacher Training, in-Service Education/Training, Policy Papers DOI: 10.29329/epasr.2020.345.6 1Dr., Gazi University, Department of Educational Sciences, Ankara, Turkey. ORCID: (0000-0002-1386-9894) Correspondence: [ofabide@gmail.com](ofabide@gmail.com) 2 Prof. Dr., Gazi University, Gazi Facultiy of Education, Department of Educational Sciences, Ankara, Turkey. ORCID: (0000-0003-2816-3621), Email: [gelisli@gazi.edu.tr](gelisli@gazi.edu.tr) Introduction Considering the developments that societies go through in time, it is observed that this progress result from a continuous innovation and transformation. These days when we are rapidly proceeding towards being a super smart society from a hunter-collector origin, it is an undeniable fact that the main source of this progress at an unprecedented pace is knowledge and education systems of societies. From this viewpoint, societies have established and implemented education policies in order not to fall behind the advances, on the contrary, to pioneer them. It is possible to state many factors for the successful implementation of these policies. However, considering that teachers are the implementers of all these measures, it can easily be acknowledged that one of the greatest factors in reaching the objectives is teachers (Duman, 1991, p.2) . Within this context, teachers need to have cognitive, affective and psychomotor competence to discharge this responsibility properly (Cetin, 2018, p.166) . Therefore, skills development of teachers is attached great importance. As a matter of fact, one of the biggest reasons for teacher development to be given such weight is the methods and techniques specific to the process. These methods and techniques have been developed through practice and scientific research at the end of a great accumulation (Gelisli, 2018, p. 142) . One of these practices is in-service trainings aiming at development of working teachers based on the needs emerging in the process. In-service training practices are defined as providing educators, who build the future of the country and raise the new generations, with developments in science, technology and art in line with universal values and needs of the education system (Ministry of National Education,[MEB], n.d.-a) . The purpose of in-service training activities is to ensure public officials’ professional inclination, increase their productivity and raise them for tasks and responsibilities to be encountered in the future (Tutum, 1979, as cited in Altinisik, 1996) . In this context, in-service training can be considered as one of the essential tools for teachers to improve professional knowledge and skills and to make up the deficiencies during their teaching period (Susam & Ozbek, 2018) . Therefore, for subject integrity, it is considered necessary to briefly mention the historical development of in-service training activities

FAQs

What is the main purpose of the study?

The study aims to identify target policies for in-service education in Turkey’s key teacher training and development documents and to investigate how these policies are reflected in practice.

What research method and data analysis approach were used?

The study uses historical research as a qualitative method. Document analysis is used for data collection, and content analysis is applied to analyze the data.

What do the research results show about in-service training policy in Turkey?

The results indicate that target policies for in-service training activities are offered under two main frameworks. Reflections in practice are largely achieved, but some policies are applied only to certain cities rather than across Turkey.

Oct 15, 2026

Uploaded by dabgoudw