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In-Service Training for Teachers
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Fatemeh Bazgir *   |
| MSc in Educational Sciences, Educational Planning Management, Islamic Azad University, Khorramabad Branch, Khorramabad, Iran. |
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Abstract: (71 Views) |
| This study, employing a qualitative synthesis research approach with an applied purpose, analyzes the in-service teacher training system. The statistical population comprised teachers across various educational levels in Khorramabad County, and data were collected through a systematic review of previous studies in reputable databases including ScienceDirect, Scopus, Springer, and Elsevier. The research findings indicate that 130 open codes extracted from the articles were classified into 64 main themes and 42 non-repetitive sub-themes. These results reveal that the current in-service training system faces three fundamental challenges: first, a lack of alignment between training content and actual classroom needs, as noted by over 50% of teachers; second, weaknesses in the evaluation system, which is incapable of assessing the true effectiveness of the courses; and third, insufficient incentives for active teacher participation. Furthermore, the study demonstrated that more than half of the teachers—particularly the younger generation—exhibit a significant preference for blended learning methods (in-person and virtual). The analyses conducted through meta-synthesis propose key solutions at three levels: at the content level, redesigning programs based on participatory needs assessment; at the methodological level, establishing intelligent blended learning systems; and at the structural level, designing a multidimensional evaluation system with emphasis on measuring the transfer of learning to the classroom environment. By integrating qualitative findings and quantitative analyses, this study presents a comprehensive model that can serve as a foundation for transformation in the in-service training system. The final results emphasize that the success of this transformation requires the collaboration of all stakeholders—from policymakers to implementers and teachers—and can contribute to enhancing the quality of education at the national level. |
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| Keywords: Educational Effectiveness Evaluation, In-Service Teacher Training, Qualitative Synthesis Research, Participatory Needs Assessment, Blended Learning (In-Person/Virtual). |
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Full-Text [PDF 780 kb]
(14 Downloads)
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Type of Study: Research |
Subject:
General
Received: 2026/06/19 | Accepted: 2026/02/19 | Published: 2026/02/19
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