To what extent do INSET programs change participants' teaching behaviors and attitudes

Abstract

The study investigated the effect on trainee teaching behaviors and attitudes resulting from successful completion of a particular INSET course. Specifically, this study investigated participant views in respect to the usefulness and effectiveness of the in-service teacher training course, COTE( Certificate for Overseas Teachers Of English), at YADIM(English Preparatory School of Çukurova University). The term participants includes graduates, present trainees and present trainers. The study sought to determine how participants evaluated the content of the COTE course. The study relied on participant self-reporting and self-analysis as its investigative technique. The subjects of the study were COTE graduates (teachers who have completed the COTE course) as well as the present COTE trainees and COTE trainers at YADIM. The study was an on-site survey employing both qualitative and quantitative data analysis procedures. Data were collected through questionnaires and interviews. There were four research questions addressed. Three groups - graduates, present trainees and present trainers - responded to all questions. For the three groups, question wording varied slightly reflecting role perspective and present or past reflection of the respondents. The first research question concerned participant recall of relative topic emphasis in the course. Participants were asked to rate emphasis given to each of ten topics included in the COTE syllabus. The results indicated that there was disagreement in respect to impressions of course content emphasis for some of the course content topics although similar answers were given by the participants to impressions of content coverage of some topics( using visual aids, giving effective instructions, motivating students, monitoring learners and correcting errors). The second question investigated what course topics were considered most professionally important. Again, subjects were asked to rate professional importance of each of ten topics included in the COTE syllabus. The findings showed that the COTE graduates' experience and trainees' anticipation of professional importance of course content topics( motivating students, giving effective instructions, monitoring learners) were similar. However, there was also disagreement among participants on specific course content topics. One group considered some specific course content topics as very important whereas the other group(s) did not share this perception. The third question investigated what course topics were considered most useful in classroom teaching. The results indicated that COTE graduates and trainees were in agreement on the idea that all of the COTE content topics can not be implemented in their classroom teaching as there is a mismatch