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What is In-Service Teachers

Implicit Pedagogy for Optimized Learning in Contemporary Education
In-service teacher are the ones who have already completed their basic training and are now teachers.
Published in Chapter:
Mentor-Assisted, Reflective, Collaborative Teacher Professional Development
Elham Mohammadi (University of Zanjan, Iran) and Seyed Mohammadreza Mortazavi (University of Zanjan, Iran)
Copyright: © 2019 |Pages: 17
DOI: 10.4018/978-1-5225-5799-9.ch012
The content of this chapter is aimed at expressing, clarifying, and redefining the status quo of teacher professional development (TPD). However, it is not purported to provide the readers with a different approach to TPD; it will delineate the existing theories and practices in the field. Then, the issues will be identified, and suggestions will be made to overcome such complications. The focus is on the professional development of those teachers who have completed their basic training (i.e., in-service teachers). It will address the schools that employ K-12 system of education. However, the scope is not just limited to such schools. The chapter will discuss briefly the assumptions and ratiocinations underlying the teacher professional development movement and the opposing views that exist in this regard. Efforts will be made to clarify the theories, practices, and accordingly, the current trends of reflective practice. The writers will conclude with the argument that the social context provides the basis and is therefore the sine qua non of TPD. It will also be argued that the school-based, mentor-assisted collaboration of teachers can lay the groundwork for an effective program.
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Assessment of Case-Based Instruction in a Graduate Educational Psychology Course: Preparing P-12 Teachers for Classroom Management
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Student Teachers' Perceptions of the Use of LMS for Promoting Critical Thinking in Their Future Teaching Career
Student teachers with a prior teaching qualification (a certificate or diploma in teaching) enrolled in a pre-service teacher education program.
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The Impact of a Learning Management System on Student Evaluation of Teaching: The Difference between Pre- and In-Service EFL Teachers
The teachers employed by the ministry of education or any other instituted and in the present time are working as full time teachers. These teachers may take part in in-service education, or experiences provided for them as a part of their continued professional development ( Richards & Schmidt, 2002 ).
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