摘要：Teachers need to update their knowledge and skills on curricula, psychology, and
pedagogy of the learners and new research on teaching and learning; hence, they
need appropriate in-service training, as well. However, the professional
development practices in which they participate are mostly irrelevant to what they
need and stay just in theory. Current researches criticized the inadequacy and
inappropriateness of the traditional methods of teachers’ professional development.
In this research, the views and the suggestions of the novice teachers were
investigated on in-service training, which was arranged as a part of the induction
program. This research is a descriptive study and the participants consist of 494
teachers who participated in teacher induction program. A questionnaire form was
used including open-ended questions. The results showed that in-service training
did not make any contribution to some teachers and their personal development.
The negative views on the trainers and the setting where the in-service training was
conducted are other significant points for the evaluation. Therefore, it can be
suggested that the planning process should be carefully carried out in order for inservice
training to be effective and sustainable and the andragogy principles should
be taken into account in organizing the teaching and learning process.
