Özet:

In service training is important to improve the quality of the services offered to the recipients. New teachers' lack of knowledge and skills for the teaching and managing tasks has the potential to trigger bigger problems (Ekinci, 2010). In this respect, in-service training can contribute new teachers in the adaptation process (Öztürk ve Sancak, 2007). Gözütok (2007) indicates that in-service training is critical to improve quality of teachers. Teachers are recruited in different times in order to continue providing public education. Newly recruited teachers are called "candidate teachers" and are subjected to the in-service training (MEB Mevzuat Bankası, 2011). Teaching principles and methods is part of the in-service training program. Investigating the effectiveness of this program is important to provide inputs to the similar programs organized in following years. The purpose of this study is to evaluate the program, the teaching principles and methods using context, input, process, and product evaluation model developed by Stufflebeam. The purposeful sampling is used to identify one district that the program is implemented. Four research questions are investigated to achieve the purpose of the study. The mixed research design requiring the acquisition of qualitative and quantitative data is used in the study. Qualitative data included interviews with in-service trainees, the teacher and administrators of the program in the district. Open-ended questions are used in interviews. Besides interviews, field notes and documents including current and past program files are used. Quantitative data are acquired through a survey and the achievement test which is used before and after the program. The results of the study indicated that in-service trainees were expecting to learn experiences of the educator on the subject before the program. However the educator taught the information that in-service trainees had already known from their undergraduate education. The purpose of the program is not stated clearly and all the topics were not covered during the program. Most of the in-service trainees indicated that they found the program inadequate and said that they had already known theoretical information and they needed to learn experiences of the educators in the field on the subject. Future research studies should concentrate on the design of such programs based on the expectancies of in-service trainees.

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