Özet:

It has become a necessity for teachers to continuously receive in-service training (INSET) for effective use of developing technologies, expected implementation of programs and more effective communication with the new generation. This study offers a feasible distance INSET application that regulates the content considering prior knowledge of teachers in distance INSET seminars to be designed. Both qualitative and quantitative data were obtained in the study. For qualitative data, posttest design with control group was used in experimental model. In this scope, a total of 40 teachers were included in experimental and control groups. Quantitative data were obtained through interviews with participants. As a result of the analysis of data, no significant difference was seen between the scores of groups from the evaluation test, but a significant difference was found between their times for completion of training. Accordingly, it can be suggested that teachers who complete the seminar in adaptive distance INSET applications have higher level of training efficiency in the seminars. Furthermore, based on the interviews, it can be argued that there is a positive change in the opinions of teachers regarding the distance INSET seminars in terms of effective use of their times.

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