Abstract:

The aim of this study is to determine the opinions of preschool teachers about in-service training needs and to explore the efficiency of the training given in this context. In the study, qualitative research method was used and this study was designed within a phenomenological framework. The in-service training experiences of thirteen preschool teachers were studied through a qualitative in-depth interview. These preschool teachers were selected based on purposive sampling method. A semi-structured interview schedule was designed by the researcher to determine the opinions of preschool teachers about in-service training needs. A quality content analysis approach was used to analyze the data obtained. The descriptive qualitative analysis resulted in some important themes. According to findings; preschool teachers thought that they did not find in-service training efficient and they needed to be expanded. In addition, it was revealed that there were deficiencies in training. Findings indicated that preschool teachers supported in-service training. However, there were some problems in the timing of in-service training at the school. In the study, preschool teachers said that the trainers should be experts and that there should be an innovative approach in the method of presentation. The participants emphasized that the issues of the in-service training given as a result of the changing world, science and technology are current and that they will benefit them in the teaching process.

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