TEACHER'S OPINIONS ON PRE-SERVICE, IN-SERVICE AND GRADUATE EDUCATION

Abstract

This study was conducted to determine the opinions of teachers about pre-service, in-service and postgraduate education. The study group of the research consists of 50 teachers working in various branches in İvrindi and Kepsut districts of Balıkesir province. Random sampling method was used to determine the sample. In the research, a semi-structured interview form consisting of 6 questions was used to reach the opinions of the teachers. While applying the interview form, the teachers were asked to state the education they received at the university, the characteristics that they found themselves to be professionally competent and deficient, their perspectives on the in-service training they received while continuing their profession, how they evaluated the in-service training they last attended, and their thoughts on receiving postgraduate education. The data obtained from the interview form were tried to be analyzed by content analysis technique. The special transfers described in the semi-structured interview form were grouped under certain themes and evaluated. Suggestions were made in line with the results. According to the findings obtained from the research; While 34% of the teachers stated that they found the undergraduate education they received at the university insufficient, 28% stated that they found the education they received sufficient. 18% of the teachers who participated in the research think that practice should be given more place in undergraduate education. Communication skills are at the forefront of the areas that teachers consider themselves most competent. When the other answers are examined, it can be seen that the teachers find themselves sufficient in following the current developments, teaching method techniques, content knowledge, and getting down to the student level. It can be thought that they need less in-service training in these areas where they find themselves competent.

Teachers mostly feel incomplete about technological developments. In addition, some teachers stated that they felt inadequate about approaching disadvantaged students. Teachers can take in-service training to overcome such deficiencies. Although 44% of the teachers find the in-service training they attend important and necessary, there are also teachers who find the training inefficient and unnecessary. The rate of teachers who think in this way is 28%. Looking at the other answers; Teachers' finding in-service training inefficient and unnecessary was due to the wrong planning of in-service trainings, the fact that the trainings were not given by experts and the teachers' opinions were not taken in some trainings. Despite this, teachers evaluated the last in-service training they attended positively with a high rate of 60%. Teachers' views on postgraduate education are positive with a rate of 50%. However, the teachers also stated that they did not consider doing a master's degree because they did not have the necessary motivation, were against graduate education while on the job, and found graduate education tiring and stressful.