A comperison of Turkish and Azerbaijan teacher's in-service training applications

The overall objective of this study is to compare the similarities and differences of in-service training practices of Turkish and Azerbaijani teachers and to make recommendations in this regard. This study brings perspective in chronological frame to training of teachers in Turkey and Azerbaijan and to in-service training. The purpose of this study is to investigate the activities carried out in order to meet the needs of in-service training programs of in-service training institutions in both countries and what the activities contribute to the career of teachers. With the chronological perspective, especially the applications made in the last 5 years and the contribution of these applications to teachers in terms of their careers are investigated. The face-to-face interviews were conducted with three Azerbaijani and three Turkish academicians and Turkey and Azerbaijan has been criticized in terms of cultivating teachers and in-service training. Research data were obtained through literature review and interview with 6 academicians, one of the qualitative research techniques. As a result, when the literature review on both countries and the ideas of academicians of each country about in-service training were put forward, it was concluded that in order to keep pace with the development and innovation of teachers, in-service training of teachers were insufficient and should follow the innovations and prepare trainings. In the results of the literature review, the subjects of the in-service training programs carried out in 5 years, the budget of training programs allocated by each state for the last 5 years, and the number of teachers who have participated in these programs are presented in a tabulated form. It has been stated that what kind of qualifications it provides for teachers as a career after having received in-service training programs according to different countries as a result of the literature review. The results of the interviews with academicians show that while in-service trainings are organized in both countries, the needs and demands of teachers should be taken into consideration and it is seen that there are common opinions about the organization of the trainings by expert staff, that is, teachers with sufficient knowledge and training in this field. It is stated that the post-training leave positive traces for the teachers, and that practice-oriented, volunteering and need-oriented trainings should be organized. In general, the academicians of both countries are not satisfied with the in-service training programs in their respective countries.