Teacher's opinions on in-service training offered on MoE distance education platforms

The purpose of this study was to gather feedback from teachers who work in primary, secondary, and high schools that are affiliated with the Ministry of National Education regarding the in-service training provided on the Ministry of National Education Distance Education Platforms (EBA and BA) in the fall semester of the 2022â€"2023 academic year and to suggest solutions. The study employed the descriptive survey approach, one of the quantitative research techniques. The criterion selection approach from the purposeful sampling method was utilized to select the teachers who would take part in the study. The standard of "being a teacher who has completed 10 years" was picked as a standard in this framework. Questions were posed to teachers employed by numerous schools to guarantee the greatest possible diversity. The study's participant teachers comprised 138 female instructors and 89 male teachers. The survey included 228 participants from various levels and schools throughout numerous Turkish provinces. Survey of Teachers' Opinions Regarding In-Service Training Videos The researcher built a method for gathering data and presented it on MoNE Distance Education Platforms. There are 33 questions on the survey. Teachers received the questionnaire created as part of the research via Google Forms. The results show that instructors generally find in-service training helpful, but they believe that in-service training needs to be improved in terms of material utilization and implementation in the classroom. Additionally, around half of the participants are instructors who believe that the in-service training's contents improve the educational environment. It may be concluded that there is a consensus that the training should be reformed to better meet the needs of the teachers given that the other half of respondents were unsure and negative. Additionally, it is advised that in-service training be strengthened with innovations that foster participation. To accomplish this, training should be designed using gamification methods, techniques, and components that the world's major organizations use. Additionally, the quality of the training should be increased by converting the gains attained at the end of the training into service points or an award that will support professional development.