Abstract:

Professional development and the constant strengthening of knowledge and abilities are key components of the transformation and evolution of educational institutions. Throughout their careers, teachers engage in short-term and long-term exercises to improve their knowledge, abilities, values, and attitudes toward teaching and learning. Pertaining to this process, this study aims to investigate the 24 EFL teachers’ views on an in-service teacher training (inset) program they participated. Participants were selected by the purposive random sampling criteria among the English teachers working in public schools. The study followed a mixed-method approach including both qualitative and quantitative data collection tools to engage participants to evaluate the content, resources, trainers and learning gains. The quantitative data were analyzed using SPSS and deductive thematic analysis was utilized for qualitative data. Findings revealed a mean score with high efficiency at the 'excellent' level (M: 4,91) concerning the overall effect of the inset program. In addition, teachers came up with various learning gains regarding subject area knowledge, professional skills and attitudes towards students and their professional development together with some suggestions for further programs. We can conclude that teachers need to seek any opportunity to improve their personal and professional skills, and competencies for purposeful, continuing, and lifelong learning events.