Abstract:

The purpose of this study was to determine differences in Anatolia Teacher High School teachers’ knowledge about methods and techniques before and after an in-service training. 120 teachers from various districts participated in the study but 104 of them were evaluated. Participants were from six different disciplines. A one group pretest-post test design was employed. Data collected evaluated qualitatively. Eleven open-ended questions were administered to participant teachers to evaluate if their development were differentiated with regard to the disciplines and experience. The results indicated that, before training teachers generally use question-answer strategy, lecturing and laboratory activities and there were not any differences with regard to the discipline and experience. However, an important increase in teachers’ knowledge about constructivist approach and teaching techniques was determined after in-service training

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