Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538715
Title: The impact of in-service teacher training : a case study of teachers' classroom practice and perception change
Author: Sim, Ju Youn
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2011
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Abstract:
The central focus of this study concerns the impact in Korea of an in-service teacher training (INSET) course on teachers’ classroom practice and their perception change. A qualitative case study involving observation and interviews was carried out during a period of six months before and after an INSET course. The three-week INSET course itself was observed. This was followed by the observation of five consecutive English lessons given by the two teachers. The teachers also took part in four semi-structured interviews. While the observations shed light on how the teachers implemented what they had learnt from the INSET into their teaching practice, the interviews explored a range of issues. These included their general expectations and outcomes of the INSET course, their perception changes and difficulties in putting new ideas into practice. Interviews also explored their perceptions of longer-term outcomes. The main finding in this study indicated that the two teachers faced some difficulties and challenges in implementing new ideas or knowledge obtained from the INSET course into their classroom practice, and did not do so to the same extent. The contextual differences between the INSET and real practice, the content of the INSET, and lack of school support were identified as constraining factors that limit implementation. The analysis also showed that the teachers’ confidence and motivation resulting from the INSET led to their better career prospects and affected their professional identity. Some important implications from the study for language teacher training are discussed to highlight how the potential impact of INSET could be optimised: (i) INSET should provide ongoing support to promote developmental continuity after the course; (ii) INSET should consider teaching contexts sensitively, especially large classes and limited materials; and (iii) trainees continue their professional development under their own initiative even after the INSET course.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.538715  DOI: Not available
Keywords: LB1501 Primary Education
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