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This study aimed to determine the instructional competencies of teachers in their educational qualifications and their relationship to the implementation of INSET. This study employed the mixed method and ex-post facto research designs. The respondents were interviewed about four significant concepts; attendance, interests, topics, and relevance of INSET. The respondents were the 149 grade 6 teachers from the first congressional district of Capiz. Data were gathered using validated and reliability-tested researcher-made survey questionnaires. They were analyzed using descriptive and inferential statistical tools such as frequency count, mean, t-test for independent samples, one-way Analysis of Variance (ANOVA), and Pearson-r. The results revealed that the instructional competencies of teachers, regardless of categories and educational qualifications, all were"very Competent" Thus, the Scheffe Test revealed a "high significant difference" Regarding educational qualification and the implementation of INSET, teachers are always attending the implementation of INSET. But BS with MA has a greater interest in the implementation of INSET. Teachers with MA revealed topics and relevance of INSET was essential. Educational qualification helped educators to have great regard for the performance of INSET. A closed-in synergy among stakeholders of the school may be considered, and regular supervision by the school administrators to upgrade teachers on the current trends and issues in teaching and learning areas may also be emphasized. Thus, these personal attitudes and factors are essential in implementing INSET in the district. Key officials should consider an excellent policy on the effectiveness of every INSET. The main focus of the training is to improve the teaching and learning process.

Введение:обеспечение экономической безопасности топливно-энергетического комплекса (далее –ТЭК), в том числе сферы добычи и транспортировки нефти, от преступных посягательств является глобальной задачей государства и общества а также одним из приоритетных направлений деятельности органов внутренних дел. Для эффективного противодействия экономическим преступлениям в сфере добычи и транспортировки нефти необходимо иметь четкое представление об особенностях функционирования сферы добычи и транспортировки нефти, об экономических преступлениях в данной сфере и лицах (группах), их совершающих, об ущербе от таких преступлений.Материалы и методы:в качестве методологической основы исследования вы-ступает комплекс общих и частных научных методов познания общественных процессов, в том числе обобщение теоретического материала, сравнительно-правовой метод, метод системного анализа.Результаты исследования:на общероссийском уровне проанализирована практика выявления органами внутренних дел экономических преступлений в сфере добычи и транспортировки нефти, исследованы виды экономических преступлений в сфере добычи и транспортировки нефти (приведены примеры), обстоятельства их со-вершения, лица и группы, их совершившие.Выводы и заключения: разработана современная характеристика экономических преступлений в сфере добычи и транспортировки нефти; выделены проблемные вопросы, возникающие в деятельности органов внутренних дел по обеспечению экономической безопасности в сфере добычи и транспортировки нефти, предложены пути их решения, в том числе меры по повышению эффективности правового и организационного регулирования сферы добычи и транспортировки нефти и деятельности органов внутренних дел по обеспечению экономической безопасности в сфере добычи и транспортировки нефти и в целом в топливно-энергетическом комплексе, Introduction:ensuring the economic security of the fuel and energy complex (FEC), including the sphere of oil production and transportation, from criminal encroachments is a global task of the state and society, as well as one of the priorities of the internal affairs bod-ies. To effectively counteract economic crimes in the field of oil production and transporta-tion, it is necessary to have a clear understanding of the specifics of the functioning of the oil production and transportation sector, about economic crimes in this area and the persons (groups) who commit them, and about thedamage caused by such crimes.Materials and methods:the methodological basis of the research is a set of general and particular scientific methods of cognition of social processes, including the generaliza-tion of theoretical material, the comparative legal method, the method of system analysis.Results of the study:at the all-Russian level, the practice of detecting economic crimes in the field of oil production and transportation by the internal affairs bodies was an-alyzed, the types of economic crimes in the field of oil production and transportation were studied (examples are given), the circumstances of their commission, the persons and groups who committed them.Findingsand conclusions:a modern description of economic crimes in the field of oil production and transportation has been developed; the problematic issues that arise in the activi-ties of internal affairs bodies to ensure economic security in the field of oil production and transportation are identified, and ways to solve them are proposed,including measures to im-prove the effectiveness of legal and organizational regulation of the field of oil production and transportation and the activities of internal affairs bodies to ensure economic security in the field of oil production and transportation and in the fuel and energy complex as a whole.

Even though there is a growing pile of research on the development of INSET programs for formal education settings, the studies regarding non-formal education are limited. Therefore, the aim of the present study is to design an INSET program for the English language teachers in non-formal education settings. In doing so, the training needs of the teachers were collected through questionnaires and semi-structured interviews. The findings pointed out that teachers’ needs were centered around skills, vocabulary instruction, teaching pronunciation, material development, use of instructional technology in ELT classroom, teaching mixed ability classes, and classroom management. Accordingly, a two-week online INSET program was developed and administered for the EFL teachers. Employing an experimental research design, the impact of the suggested INSET program was evaluated. The measures of entry knowledge and behavior before and after the training was compared through pre and post- tests of teacher knowledge, self-assessment scales, and observations. In addition, feedback forms were also adopted in order to develop an understanding of the teachers’ attitudes towards the program. The findings revealed that teachers’ knowledge and classroom behaviors were improved but some of them experienced problems due to the time schedule of the program and preferred a face-to-face training setting. Apart from that, many of the teachers had a positive attitude towards the implemented program. The study draws implications and puts forward some recommendations regarding the design of INSET programs for EFL teachers. TUBİTAK 2211-A GENEL YURTİÇİ DOKTORA PROGRAMI BURSU Abstract ................................................................................................................... ii Öz........................................................................................................................... iii Acknowledgements ................................................................................................ iv List of Tables.........................................................................................................vii List of Figures.........................................................................................................ix Symbols and Abbreviations.....................................................................................x Chapter 1 Introduction............................................................................................ 1 Statement of the Problem ................................................................................... 3 Aim and Significance of the Study....................................................................... 4 Research Questions............................................................................................ 5 Assumptions ....................................................................................................... 6 Limitations........................................................................................................... 6 Definitions ........................................................................................................... 6 Chapter 2 Literature Review................................................................................... 8 Introduction ......................................................................................................... 8 Turkish National Education System .................................................................... 8 Second Language Teacher Education .............................................................. 13 Language Teacher Education in Turkey ........................................................... 19 INSET ............................................................................................................... 25 Chapter Summary ............................................................................................. 44 Chapter 3 Methodology ........................................................................................ 45 Introduction ....................................................................................................... 45 Research Design............................................................................................... 45 Setting and Participants .................................................................................... 47 Instruments ....................................................................................................... 52 Data Analysis Procedure................................................................................... 58 v The Procedure of the INSET Program .............................................................. 62 Chapter 4 Findings ............................................................................................... 71 Introduction ....................................................................................................... 71 Findings for the Research Question 1............................................................... 71 Findings for the Research Question 2............................................................... 83 Findings for the Research Question 3............................................................... 92 Chapter 5 Conclusion, Discussion and Suggestions .......................................... 132 Discussion on the Training Needs of the EFL Teachers ................................. 133 Discussion on the Components of the Training Program ................................ 136 Discussion on the Effectiveness of the Program on Teachers........................ 141 Conclusion ...................................................................................................... 148 Pedagogical Implications ................................................................................ 151 Suggestions for Further Studies...................................................................... 155 References......................................................................................................... 157 APPENDIX-A: Questionnaire on teaching training for teachers ......................... 176 APPENDIX B: Semi-structured interview form (in Turkish and English)............. 182 APPENDIX-C: Pre and post-tests ...................................................................... 183 APPENDIX-D Self-assesment scale .................................................................. 192 APPENDIX-E: Lesson observation form (Original in Turkish) ............................ 197 APPENDIX-F: Lesson observation form (Translated in English) ........................ 202 APPENDIX-G: Feedback form ........................................................................... 207 APPENDIX-H: Ethics Committee Approval ........................................................ 208 APPENDIX-I: Declaration of Ethical Conduct..................................................... 209 APPENDIX-J: Thesis/Dissertation Originality Report ......................................... 210 APPENDIX-K: Yayımlama ve Fikrî Mülkiyet Hakları Beyanı .............................. 211 vi List of Tables Table 1 Demographic Information about the Participants..................................... 47 Table 2 Number of INSET programs .................................................................... 49 Table 3 The INSET Courses EFL Teachers Found Useful................................... 50 Table 4 Data Collection Instruments .................................................................... 52 Table 5 Expectations of INSET Programs............................................................ 73 Table 6 Components for Language Improvement ................................................ 74 Table 7 Components for Language Methodology................................................. 75 Table 8 Mode of Input .......................................................................................... 76 Table 9 The Responsibilities of Trainees and the Trainer .................................... 77 Table 10 Mode of Assessment............................................................................. 79 Table 11 The Training Schedule .......................................................................... 89 Table 12 Contributions of the Training Program to the Participants’ Professional Knowledge............................................................................................................ 92 Table 13 Trainees’ Suggestions Regarding the Implemented INSET Program.... 95 Table 14 Descriptive Statistics for Teachers’ Self-assessment on Teaching Writing/Written Interaction .................................................................................... 97 Table 15 Descriptive Statistics for Teachers’ Self-Assessment on Teaching Speaking/Spoken Interaction................................................................................ 99 Table 16 Descriptive Statistics for Teachers’ Self-assessment on Teaching Listening............................................................................................................. 100 Table 17 Descriptive Statistics for Teachers’ Self-assessment on Teaching Reading.............................................................................................................. 101 Table 18 Descriptive Statistics for Teachers’ Self-assessment on Teaching Vocabulary ......................................................................................................... 102 Table 19 Descriptive Statistics for Teachers’ Self-assessment on Teaching Writing/Written Interaction .................................................................................. 103 Table 20 Descriptive Statistics for Teachers’ Self-assessment on Teaching Speaking/Spoken Interaction.............................................................................. 105 Table 21 Descriptive Statistics for Teachers’ Self-assessment on Teaching Listening............................................................................................................. 106 Table 22 Descriptive Statistics for Teachers’ Self-assessment on Teaching Reading.............................................................................................................. 107 vii Table 23 Descriptive Statistics for Teachers’ Self-assessment on Teaching Vocabulary ......................................................................................................... 108 Table 24 Descriptive Statistics for Self-assessment with Sub-categories .......... 109 Table 25 Descriptive Statistics for Pre-training Lesson Observation on Subject- Matter Knowledge .............................................................................................. 111 Table 26 Descriptive Statistics for Pre-training Lesson Observation on Pedagogical Content Knowledge ....................................................................... 112 Table 27 Descriptive Statistics for Pre-training Lesson Observation on Planning ........................................................................................................................... 113 Table 28 Descriptive Statistics for Pre-training Lesson Observation on Teaching Process .............................................................................................................. 114 Table 29 Descriptive Statistics for Pre-training Lesson Observation on Classroom Management ...................................................................................................... 116 Table 30 Descriptive Statistics for Pre-training Lesson Observation on Communication .................................................................................................. 118 Table 31 Descriptive Statistics for Pre-training Lesson Observation on Subject- Matter Knowledge .............................................................................................. 120 Table 32 Descriptive Statistics for Pre-training Lesson Observation on Pedagogical Content Knowledge ....................................................................... 121 Table 33 Descriptive Statistics for Pre-training Lesson Observation on Planning ........................................................................................................................... 122 Table 34 Descriptive Statistics for Pre-training Lesson Observation on Teaching Process .............................................................................................................. 123 Table 35 Descriptive Statistics for Pre-training Lesson Observation on Classroom Management ...................................................................................................... 124 Table 36 Descriptive Statistics for Pre-training Lesson Observation on Communication .................................................................................................. 127 Table 37 Descriptive Statistics for Pre and Post-training Lesson Observations with 6 Sub-categories ................................................................................................ 128 Table 38 Contributions of the Training Program to Teachers’ Classroom Teaching Behaviors ........................................................................................................... 129 viii List of Figures Figure 1. FE stages in Turkey .............................................................................. 11 Figure 2. Suggested INSET program ................................................................... 63 Figure 3. Performing micro-teaching lessons ....................................................... 68 Figure 4. The definitions of INSET ....................................................................... 72 Figure 5. Content analysis results regarding professional needs ......................... 80 Figure 6. The components of an ideal INSET program ........................................ 81 Figure 7. Scanning activity ................................................................................... 86 Figure 8. A sample assignment............................................................................ 88 Örgün eğitim kurumları için tasarlanan hizmet-içi eğitim programlarıyla ilgili yapılan birçok çalışma bulunmasına rağmen, yaygın eğitim kurumlarına dair yapılan çalışmaların sınırlı olduğu görülmektedir. Bu yüzden, bu çalışmanın temel amacı, yaygın eğitim kurumlarında çalışan İngilizce öğretmenleri için hizmet-içi eğitim programı geliştirmektir. Bu konuyla ilgili olarak, öğretmenlerin hizmet-içi eğitim ihtiyaçları, anket ve yarı yapılandırılmış görüşmeler yoluyla belirlenmiştir. Araştırmanın bulgularına göre, öğretmenlerin hizmet-içi eğitim ihtiyaçları; dil becerileri, kelime öğretimi, telaffuz öğretimi, materyal geliştirme, dil sınıflarında öğretim teknolojilerinin kullanımı, farklı yetenekli öğrencilere İngilizce öğretimi ve sınıf yönetimi konularını kapsamaktadır. Bu ihtiyaçlara yönelik olmak üzere, İngilizce öğretmenleri için 2 haftalık çevrimiçi hizmet-içi eğitim tasarlanmış ve uygulanmıştır. Uygulanan programın etkililiği deneysel araştırma deseni uygulanarak ölçülmüştür. Öğretmenlerin uygulanan program öncesi ve sonrasındaki alan bilgisi ve öğretim davranışları, ön test-son test, öz- değerlendirme ölçeği ve gözlemler yoluyla karşılaştırılmıştır. Ayrıca, öğretmenlerin uygulanan programa dair yaklaşımlarını öğrenebilmek için geribildirim formları kullanılmıştır. Araştırmanın bulgularına göre, öğretmenlerin alan bilgisi ve öğretim davranışlarında gelişme kaydedilmiş; fakat bazı öğretmenler uygulanan programın zaman çizelgesi ile ilgili problem yaşadığını ve yüz yüze eğitimi tercih ettiklerini belirtmiştir. Buna ek olarak, öğretmenlerin çoğunun programa dair genel anlamda olumlu tutum içinde olduğu görülmüştür. Bu çalışma, İngilizce öğretmenleri için uygulanan hizmet-içi eğitim programlarının geliştirilmesine dair öneriler ve çıkarımlar sunmaktadır.

Due to the insufficiency of current in-service training courses which are far from the collaboration and the reflection of teachers, the current study scrutinizes the incongruities between teacher identities and in-service training programs offered by the Ministry of National Education in Turkey based upon the use of the activity theory. In this narrative study, two English as a foreign language teachers reflected on their environment, behaviors, beliefs, competencies, and missions under the heading of teacher identity concept. The results suggest that teachers need a supportive community of practice and a well-tailored mentoring system to be able to reflect on themselves and the context in which they are teaching. Debido a la poca oferta de programas de desarrollo profesional donde los profesores puedan reflexionar o colaborar, el presente estudio analiza, con base en la teoría de la actividad, las incongruencias entre las identidades de los docentes y los programas de formación permanente ofrecidos por el Ministerio de Educación de Turquía. En este estudio narrativo, dos profesores de inglés reflexionaron sobre su entorno, comportamiento, creencias, habilidades y misión bajo la noción de identidad docente. Los resultados apuntan a que los profesores necesitan el apoyo de una comunidad de práctica y un sistema de mentoría bien diseñado que les permita reflexionar sobre sí mismos y sobre el contexto en el que enseñan.

This is a study through, and of, intercultural dialogue about the epistemology of in-service courses (INSET) for Indonesian primary and secondary state sector teachers of English. The dialogue was with the local experienced and novice language teacher educators from the English Department of an INSET centre attached to the Indonesian Ministry of National Education. The dialogue took place in Indonesia and was conducted almost exclusively in English. Beliefs about the epistemology of INSET in English language teaching (ELT INSET) are understood to be the value attached to, and the perceived relationship between, the different forms of language teacher knowledge that feature in the ELT INSET classroom. The participants’ epistemological beliefs were co-constructed through different forms of dialogue, incorporated in a range of activities designed both for research and professional learning purposes. These activities included the observation of, and post-observation dialogue about, two of the experienced language teacher educators’ ELT INSET classroom practices. The study of intercultural dialogue dimension to the thesis is a product of a reflexive stance on such activities in an intercultural context where issues of language, power, rapport and role expectations were heightened. The participants’ epistemological beliefs were found to reflect much current international thinking about language teacher learning, and there were numerous areas of correspondence between stated beliefs and observed ELT INSET classroom practices. The dialogue “pushed” the participants to make principled justifications of their ELT INSET classroom practices, and to consider additional and alternative practices. The study makes a range of recommendations related to the spirit, scope, sequence, content and management of intercultural dialogue about the epistemology of ELT INSET, for both research and language teacher educator professional learning purposes.

At the declarative level, in-service of teachers is a cornerstone of the whole educational policy of the Republic of Serbia, and without it, there is no managing of any of single educational policies (such as policy of inclusive education, adult education, etc.). INSET, as the priority area, was the concern of the state through intensive legislative activates in recent twelve years. Those changes were not coexistent and did not go in the same direction. As the consequence of such searching, there was the need for the research which would deal with the degree of managing (realisation) of the formulated educational policy of in-service of teachers. This educational policy predicts compulsory in-service of teachers with warning of losing the teacher's licence, and it offers possibilities for teacher's professional development, determines the unit of local management as an instance responsible for financing INSET, as well as measures of regulating offers of educational programmes of professional development. The policy of managing policy of compulsory professional development in praxis and possible reasons for this state are presented in this paper.

Bu çalışmanın amacı, Gaziantep'te bir vakıf universitesinde çalışan İngilizce okutmanlarının profesyonel gelişim ihtiyaçlarını analiz etmektir. Detaylı bir fikir alabilmek için, profesyonel gelişimin farklı açıları vurgulanmıştır. İlk olarak, okutmanların profesyonel gelişim programlarına karşı olan tutumları saptandı ve ardından, okutmanlardan profesyonel gelişim ihtiyaçlarını belirmeleri istendi. Gelişime ihtiyaç duydukları alanlara ek olarak, onların bu gelişim programlarına katılmalarını engelleyen sebepler de araştırıldı. Son adım olarak ise bu programların hangi şekilde ve yöntemde olacağı, hocaların tercihleri baz alınarak saptandı.Çalışmaya, hem Türk hem de yabancı personelden oluşan 100 İngilizce okutmanı katıldı. Veri toplama aracı olarak ise bir ihtiyaç analizi anketi değiştirilerek okutmanlara uygulandı. Anket aracılığı ile toplanan veriler SPSS programı yardımıyla analiz edildi. Çalışmanın ortaya koyduğu ilk sonuç İngilizce okutmanlarının profesyonel gelişim programlarına karşı olumlu bir tutum sergilediğidir. Okutmanların profesyonel anlamda gelişmek için en çok yaptıkları aktivite ise meslektaşlarla deneyim paylaşımı oldu. Onları, profesyonel gelişim programlarına katılmaktan alıkoyan en büyük sebep ise ?elverişsiz zaman ve tarih? olarak belirlendi. Üretken beceriler, öğretmek ve değerlendirmek adına okutmanların en çok zorlandıkları alanlar olarak belirlendi. Profesyonel gelişim programlarının sunuluş şekline ve yöntemine gelince, okutmanlar bu programların kendi kurumlarında, maksimum 45 dakika süresince ve genellikle kurum dışından bir uzman veya eğitmenden verilmesi yönünde çoğunluk sağladılar., The objective of the present study is to analyze professional development needs of EFL instructors at a foundation university in Gaziantep. In order to get a comprehensive idea, different aspects of professional development programs have been focused. First of all, general attitudes of instructors toward professional development programs have been determined and then teachers have been asked to state their professional development needs. In addition to the areas they need development, the reasons that hinder them from attending these programs have been investigated. The last step has been to identify the delivery formats and methods of the program based on instructors? preferences. A hundred EFL instructors consisting of both Turkish and international staff participated in the study. As the data collection tool, a questionnaire was adapted and administrated to instructors. Data that was gathered through a questionnaire and analyzed by means of Statistical Package for Social Science (SPSS). The first result which this study revealed was that EFL instructors held positive attitudes for the professional development programs. Sharing experiences and ideas with other colleagues was the most common activity among instructors to develop themselves professionally and the main reason that hindered them from attending these programs was indicated as inconvenient time and date. Productive skills were challenging for most instructors both to teach and to assess. As to delivery formats and methods of the professional development programs, instructors preferred programs to take place at their institution, up to 45 minutes and generally delivered by an expert or trainer outside the institution.

TEZ8734 Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2012. Kaynakça (s. 149-163) var. xiv, 236 s. : tablo ; 29 cm. This study has described and revealed teacher cognition of teaching grammar extensively; it has suggested courses of action to transfer this dimension in language teaching to be exploited in INSET applications. In other words, the study has combined two distinct fields, providing a bridge between grammar teaching and Professional development. Mixed methods research paradigm has been used to describe the teacher cognition of teaching grammar. According to the findings of qualitative and quantitative research, it has been observed that the great majority of the teachers teach grammar in their courses, and employ inductive grammar teaching techniques. Distant INSET as the complementary tool to central INSET implementation has been used to provide a collaborative environment for teaching tips of contextual grammar. Modular Object Oriented Dynamic Learning Environment (Moodle) has been used for the implementation. Further studies to be grounded on this study will give better and more comprehensive results. Bu çalışmada, dilbilgisi öğretiminde öğretmen bilişi betimlenmiş ve dil öğretimindeki bu kesitin hizmet içi eğitim uygulamalarında kullanılabileceği yöntem ile ilgili önerilerde bulunulmuştur. Bir başka deyişle, bu çalışma öğretmen ile mesleki gelişimi bir araya getirecek bir köprü sağlayarak, iki farklı alanı birleştirmeyi amaçlamaktadır. Çalışmada karma yöntem yaklaşımı kullanılmıştır. Betimleyici araştırma kapsamına giren çalışmadaki nitel ve nicel araştırma bulgularına göre, öğretmenlerin büyük çoğunluğunun derslerinde dilbilgisi öğrettikleri ve dilbilgisi öğretiminde tümevarım tekniğini kullandıkları gözlenmiştir. Uzaktan Hizmet içi eğitim uygulaması, merkezi Hizmet içi eğitim uygulamalarını tamamlayıcı bir unsur olarak kullanılmış ve bu yolla bağlamsal dilbilgisi öğretimi için bir işbirliği ortamı sağlanmıştır. Bu işbirliği için Modüler Nesne Odaklı Dinamik Öğrenme Ortamı(Moodle) kullanılmıştır. Bu alanda gelecekte yapılacak çalışmalar konu ile ilgili daha iyi sonuçlar verecektir.

Η λειτουργία των Διδασκαλείων, ως θεσμού μετεκπαίδευσης, αποτελεί εκπαιδευτική πολιτική που αποσκοπεί στην άνοδο του επιπέδου των σπουδών και στη βελτίωση των προσόντων των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης. Η ένταξή του θεσμού της μετεκπαίδευσης στα Παιδαγωγικά Τμήματα των Πανεπιστημίων αποτελεί πολιτική αποκέντρωσης. Στη διατριβή μας, παρουσιάζουμε τα αποτελέσματα της εμπειρικής μας έρευνας που αναφέρεται στη διερεύνηση των απόψεων 133 δασκάλων που αποφοίτησαν από το Διδασκαλείο Δημοτικής Εκπαίδευσης Γενικής Αγωγής Πατρών «Ευάγγελος Παπανούτσος». Το κεντρικό ερώτημα της μελέτης μας είναι κατά πόσο οι εκπαιδευτικοί που αποφοίτησαν από το συγκεκριμένο Διδασκαλείο πιστεύουν ότι η ακαδημαϊκή γνώση που τους προσφέρθηκε κατά τη διάρκεια της φοίτησής τους σ’ αυτό είναι επαρκής και κατάλληλη στο να αντιμετωπίσουν τις αυξημένες απαιτήσεις της καθημερινής τους διδασκαλίας και του παιδαγωγικού τους έργου. Η διατριβή αποσκοπεί στο να αποδείξει ότι οι έννοιες του Bachelard «επιστημολογικό εμπόδιο» (είναι οι βαθιά ριζωμένοι τρόποι σκέψης, παλιές, εννοιολογικές και μεθοδολογικές δομές που εμποδίζουν την πρόοδο της επιστημονικής γνώσης) και επιστημολογική τομή (είναι οι τρόποι με τους οποίους η επιστημονική γνώση αντικρούει τις ιδέες ή τις πεποιθήσεις που προέρχονται πρωτίστως από την άμεση γνώση, τη διαίσθηση και τον κοινό νου) θα μπορούσαν να εφαρμοστούν και στη μετεκπαίδευση των εκπαιδευτικών. The preservation of the Teacher Training College or Didaskaleio as an institution of in-service training is an educational policy which is intended to assist in a real raising of the level of studies and an improvement in the quality of the educational qualifications of primary school teachers. Its integration into the Pedagogical Schools of the Universities constitute a policy of decentralization. In this thesis, we present the results of our empirical research, that concerning the assessments gathered from 133 teachers who graduated from Evangelos Papanoutsos Training College (Didaskaleio) in the Primary Education Department of the University of Patras, in Greece. One key question lies at the heart of our study: whether the teachers who graduated from Didaskaleio believe that the academic knowledge they are offered is adequate and appropriate to meet the increasing demands of their everyday teaching and pedagogical work. This thesis aims to show that Bachelard’s concepts of “epistemological obstacles” (they are ingrained ways of thinking, old structures, both conceptual and methodological, impeding the progress of scientific knowledge) and “epistemological break” (in general terms, they are the ways in which scientific knowledge contradicts the ideas or beliefs that come from foremost primary knowledege, intuitive and common sense) could be applied to in-service education and training of teachers.

The first democratic elections held in South Africa in 1994 brought about many changes in the South African education system. Among the new policies and legislations introduced to transform the education and training system was the introduction of Outcomes-Based Education (OBE), commonly known as curriculum 2005 to accommodate the needs of all learners and society as a whole (Williams 2002:2). As a result of these changes, many educators, especially those at secondary schools found themselves in the state of uncertainty about the relevance of their skills in the classroom situation. These educators found themselves in need of skills and knowledge that would enable them to cope with the educational challenges. Ravhudzulo (2004: 1) notes that if SSEs are to move with changes and provide quality education, they need INSET and should be involved in it throughout their careers. After all, educators and principals are a school's most important resource and continual investment in their professional development contributes to raising the quality and standards of learners' learning and achievement. In the Free State Province, for example, School Management Developers (SMGDS) have the responsibility to establish what knowledge, skills and abilities are essential to enable SSEs to perform their jobs competently. Based on the foregoing, an exploratory research study was conducted to investigate the role function of the SMGDS as providers of INSET for SSEs in the Thabo Mofutsanyana Education District (TMED) of the Free State Province. The research was conducted by means of a literature study and an empirical investigation. The literature review explored various definitions of INSET and related concepts as used in the United Kingdom (UK) and South Africa. The empirical study investigated the role of SMGDS as providers of INSET for SSEs in TMD of the Free State Province by using questionnaires administered to fifty-two secondary schools in the TMD. The research findings indicated that there is a need for SMGDS to provide vigorous INSET programmes in order to improve SSEs' knowledge and skills. The type of INSET provided to SSEs becomes relevant only if their needs are addressed. Based on the literature- and empirical research findings, recommendations were made for the Department of Education regarding the need for SMGDS to provide INSET to SSEs. Further indications are that INSET provided by SMGDS improves educator performance in the classroom. Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.