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This paper examines the perspectives of eight university lecturers in Yangon, Myanmar, regarding a teacher capacity building and language enhancement training program they attended from 2014 to 2016. Qualitative content analysis was conducted on interview data drawn from participants’ experiences, yielding two themes: appreciation and hardships. Findings inform enhancements for teacher training and language education in Myanmar, and suggest future research directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/in-service-teachers-training-the-case-of-university-teachers-in-yangon-myanmar/593790/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/in-service-teachers-training-the-case-of-university-teachers-in-yangon-myanmar/593790.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What training program does the study focus on, and who participated?","Question",{"text":112,"@type":113},"The study examines a teacher capacity building and language enhancement training program attended by eight university lecturers in Yangon, Myanmar.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the interview data analyzed?",{"text":117,"@type":113},"Interview data were subjected to qualitative content analysis: the data were read multiple times, coded, and assigned to different themes.",{"name":119,"@type":110,"acceptedAnswer":120},"What main themes emerged from the findings?",{"text":121,"@type":113},"The findings revealed two themes: appreciation and hardships, reflecting both positive engagement and challenges faced by participants.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593790,1792190800,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 1 | Article 4 |\n| --- | --- |\n\n2018  \nIn-service Teachers’ Training: The Case of University Teachers in Yangon, Myanmar  \nMark B. Ulla  \nWalailak University, [deadpoet852@gmail.com](deadpoet852@gmail.com)  \nRecommended Citation  \nUlla, M. B. (). In-service Teachers’ Training: The Case of University Teachers in Yangon, Myanmar. Australian Journal of Teacher Education, 43 (1).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss1/4](http://ro.ecu.edu.au/ajte/vol43/iss1/4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss1/4](http://ro.ecu.edu.au/ajte/vol43/iss1/4)  \nAustralian Journal of Teacher Education  \nIn-service Teachers’ Training: The Case of University Teachers in Yangon,  \nMyanmar  \nMark B. Ulla  \nWalailak University, Thailand  \nAbstract: Research studies show a number of significant contributions  \nof professional development programs towards teachers’ teaching  \nskills. This paper explores the views of eight (8) university lecturers in  \na university in Yangon, Myanmar with regards to the teacher capacity  \nbuilding and language enhancement training program they attended  \nfrom 2014-2016. The interview data, which were subjected to  \nqualitative content analysis were taken from the participants’  \npersonal knowledge and experience of the teacher training program.  \nThe data were read many times, coded, and assigned to different  \nthemes. Findings revealed two themes; appreciation and hardships.  \nAlthough teacher participants were glad to be part of the training  \nprogram, they also coped with some challenges. Some important  \nimplications for the enhancement of the teacher training programs  \nand language education in Myanmar were discussed and future  \nresearch directions were also offered.  \nIntroduction  \nThe importance of teacher training and other professional development programs for teachers has been emphasized and discussed by a number of previous studies in the literature. For example, it provides teachers the opportunity to share their teaching practices (Ulla, 2017) . It updates teachers with current teaching trends (Steadman, 2008) and other relevant teaching issues and solutions. It equips teachers the necessary teaching skills for their students ’ learning (Supriatna, 2015) . And, it improves teachers’ qualifications (Simon, 2013) . However, given the positive contributions of teacher training programs towards teachers’ teaching practices, there have been insufficient quality teacher training programs made in the ASEAN context because of the lack of qualified teacher trainers (Weil, 2013) . Although this is the case in most of the nations in the region, the government and the Ministry of Education departments have tried to address this concern by setting up teacher training centers in their own countries. For instance, there are a number of teacher training institutions and universities in Vietnam that were established in order to provide training for the local teachers to improve their teaching skills and qualifications (Dudzik & Nguyen, 2015; Nguyen, 2015; Nguyen & Thuy, 2015) . In Indonesia, the government has also mandated the creation of a faculty professional development program both for in-service and pre-service teachers to improve the quality of their teaching (Widiati & Hayati, 2015) . Similarly, in Malaysia, professional development programs were also formed to better the English language instructions of the English teachers in the government schools (Hall, 2015) . And, a practicum teaching for pre-service teachers and yearly teacher training programs for in-service  \nVol 43, 1, January 2018 66  \nAustralian Journal of Teacher Education  \nteachers were also required by both the Department of Education and the Commission on Higher Education in the Philippines to prepare and update the teaching skills of the teachers (Ulla, 2016; Ulla, Barrera, & Acompanado, 2017) .  \nIn Myanmar, its educati","cbCaiaSccyp0766A","https://ap.wps.com/l/cbCaiaSccyp0766A","pdf",404822,13,"English","# Abstract\n# Introduction\n## The Education Condition in Myanmar\n# Methods and Data Analysis\n# Findings and Themes","[{\"question\":\"What training program does the study focus on, and who participated?\",\"answer\":\"The study examines a teacher capacity building and language enhancement training program attended by eight university lecturers in Yangon, Myanmar.\"},{\"question\":\"How were the interview data analyzed?\",\"answer\":\"Interview data were subjected to qualitative content analysis: the data were read multiple times, coded, and assigned to different themes.\"},{\"question\":\"What main themes emerged from the findings?\",\"answer\":\"The findings revealed two themes: appreciation and hardships, reflecting both positive engagement and challenges faced by participants.\"}]","In-service Teachers’ Training: The Case of University Teachers in Yangon, Myanmar | PDF",1792077922,33]