A Four-Phase Approach to In-Service Training of Primary School Teachers: Emerging Lessons from Ethiopia

Research Article

Abstract

Although the field of in-service training is gaining international interest, little attention has been paid to the training approach. This article described the successful implementation of a possible in-service training approach to develop current primary school teaching practices and lessons learned for future in-service training in Ethiopia. This qualitative study explored the practices of primary school teachers, a kind of approach to in-service training, and the attitudinal changes that occurred through the training. Data were obtained from purposively selected participants such as teachers, supervisors, and the project team through observation, a semi-structured interview, and a review of documents. The findings indicate in-service training on ‘modern teaching of methods’ has a positive impact on the pedagogical knowledge, skills, and behavior of primary school teachers. More intensive cooperation between the different partners has led to an increase in the number of end-users and the quality of in-service training programs. The initiative followed a four-phase approach to in-service training and brought changes in teachers’ practices and attitudes. Finally, implications for future programs are discussed, and a four-phase approach to in-service training is proposed.