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What is In-Service Teacher Training (IITT)

Chapter 8
Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
The authors are calling the process that the teachers reported in this study experienced as IITT because access to initial training is concurrent to teaching. The teachers had no access to pre-service course work therefore, their initial teacher development training occurred simultaneously while teaching.
Published in Chapter:
We Drank the Cola in Collaboration: Voices of Haitian Teachers in Haiti
Sarah Q. Coupet (Educational Consultant, USA) and Guerda Nicolas (University of Miami, USA)
Copyright: © 2017 |Pages: 19
DOI: 10.4018/978-1-5225-0897-7.ch008
Abstract
Developing high quality teachers is at the center of education reform and previous research has highlighted, high quality in-service teacher professional development leads to improved instruction, student learning, and ultimately promotes social equity. Using an Interpretive Phenomenological Analysis (IPA) theoretical framework, the voices and experiences of educators in Haiti were captured. This study reveals the following themes: 1) an opportunity for self-improvement, 2) an avenue for improving students learning, and 3) an approach to contributing to colleagues' development. An understanding of these themes from a cross-cultural perspective is provided with the objective that school personnel, receiving this population of students will develop an understanding of Haitian student's educational experiences.
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