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u Cemal Karaata
SUGGESTIONS FOR THE IN-SERVICE TRAINING OF
ENGLISH TEACHERS WHO WORK AT STATE SCHOOLS
Cemal KARAATA*
Abst ract
The aim of this study is, after determining the present situation of the
in-service training (INSET) programs of the English teachers who work at state
schools, to develop an INSET model which will compensate for the inadequacies
and put forward suggestions to solve the related problems. Of the 38.196
state school teachers of English in Turkey, 40.17% has not had any training in
English Language Teaching (ELT) in their pre-service education. 14.95% of them
are not graduates of language departments at all. The INSET programs carried
out by the Ministry of National Education (MoNE) are not adequate enough.
The percentage of English teachers who had the chance to join INSET programs
between 2003-2007 is only 11.49. The number of mentor teachers all around
Turkey is only 291 and half of them are inactive. A questionnaire has been
administered to 151 teachers who work in three different neighborhoods in
İstanbul at various types of secondary and high schools to find out the rate of
attendance to INSET programs, the most needed subjects in INSET courses and
teachers’ activities for their personal English proficiency. According to the
results of the questionnaire, 55% of the teachers have never attended an INSET
program in their professional life. However, 69.5% think that INSET is a must
for their professional development and 64.2% want to attend such programs
every year. A semi-structured interview has been conducted with 2 mentor
teachers and the head of the relevant unit from INSET Department of the
Ministry. The data obtained from interviews is in total compliance with the
questionnaire results.
Key Words: Teaching English, pre-service training, in-service training,
in-service training model, professional development
* Assist. Prof. Dr.; Fatih University Faculty of Arts and Sciences Department of American
Culture and Literature
Millî Eğitim u Sayı 185 u Kış/2010 129