Determining the inservice training needs of the classroom teachers and a suggestion of a model

This study was aimed to form a model suggestion of an in-service training for the classroom teachers? by finding out the areas and the topics of the in service training needs of the primary school classroom teachers working at the Ministry of Education focus on and how these needs differentiate according to the personal characteristics of the teachers. In accordance with this purpose, an in service training model was tried to be generated by taking what kind of a variance the in service training needs of the classroom teachers in terms of world knowledge, content knowledge, and the professional teaching knowledge show, and whether these needs differ according to some variables or not into consideration.The sampling of the study where the survey model and the quantitative method were used consists of 500 classroom teachers working at the city centers of Izmir, Aydın, Afyon and Uşak and they were chosen by the stratified sampling method. The data for the study were collected through a questionnaire developed by the researcher. Mann-Whitney U, Kruskal-Wallis tests were used to analyze the data gathered.According to the results of the study, it was found out that while the classroom teachers stated that they needed in service training on the subjects related to ?world knowledge? and the ?content knowledge?, namely creative drama, early childhood education, physical education and teaching games, science and technology laboratory applications, child literature, first aid and music knowledge as ?sometimes?, they stated that they needed in service training ?rarely? for basic math, general chemistry, general physics, general biology, general geography, Turkish history and culture, grammar, social studies, calligraphy techniques and environmental education.The result shows that the teachers needed in service training ?sometimes? in the areas of development and learning psychology, counseling, classroom management, principles and methods of teaching, special education and communication under the major of professional teaching knowledge. While the result that the classroom teachers needed in service training on the four items related to assessment and evaluation (performance assessment, portfolio assessment, project assessment, making use of the attitude and skill scales) at ?sometimes? level, in service training is ?never? needed on the other five items related to assessment and evaluation (applying written exams, preparing multiple choice tests, the steps of preparing mind maps, and creating a grading key).The teachers indicated that they ?never? needed in service training for the two items related to technology and material planning (using computers, the application process of the educational technology to the teaching environment, and choosing materials for teaching), and they ?sometimes? needed the in service training for the other items.The classroom teachers want the in service training programs organized by the cooperation of the Ministry of Education and the faculties of education, the courses to be taught by the experts of the area from universities, the courses in the training schedule to be initially taught during the seminar period through modular training, and being rewarded in a concrete way at the end of the program by taking the performance evaluation into consideration.According to these results, it can be inferred that the classroom teachers need and want a planned in service training in terms of content knowledge, professional teaching knowledge, and world knowledge.