Özet:
Progression in education is achievable through well-educated teachers, and teacher
training can be achieved by well-planned in-service vocational training. In this
research, in-service training needs analysis questionnaires were performed on 99
instructors who seek to be assigned in vocational exam center accreditation process.
As a result of the assessment of these questionnaires, it was concluded that nearly all
instructors have in-service training needs directed at improving their performances.
ANOVA analysis was used to assess whether the acceptance level for Important
Factors in Training Needs changed depending on the education level. According to
the results of the analysis, the importance of the training in terms of "knowing the job
description and responsibilities of the organization where the individual will be
assigned in Vocational Test Center" has shown differences depending on the
education level (F=3.584; p<0.05). When mean values of significance level for
almost all statements were examined depending on the training status of participants,
it was determined that post graduates agreed that trainings are important at a higher
ratio in comparison to other groups.
Cronbach Alpha confidence coefficients were calculated to estimate the confidence
level of exploratory factor analysis (AFA) in order for determining the Structure
Validity and Confidence Analysis of in-service training needs questionnaire.
Exploratory factor analysis method was used for statistically determining the
structural validity of the questionnaire. Firstly, Kaiser-Mayer-Olkin (KMO) and
Bartlett tests were performed to understand whether the questionnaire was
compatible for factor analysis. KMO coefficient was calculated to test the sample
size.
According to the analysis result, statistically significant difference was determined
for evaluation of the first aspect of the training needs among instructors with
different training levels, however, no significant difference was revealed for the
evaluation of the second aspect of training needs. No significant difference was
detected at the second aspect of the training needs questionnaire as there were only
trainings related to assessment and evaluation, and the instructors participated in this
questionnaire had already attended these trainings. According to the TUKEY test results, which was performed to determine the group
that caused difference in evaluation of first aspect of training needs, individuals with
associate or bachelor's degrees showed the least acceptance level for the first aspect
of the training needs, whereas post graduates showed the highest acceptance level.
As a result of this, 15 instructors randomly selected among 30, were given 75-hour
long training in 2014-2015.
At the end of their training " Evaluation Form for In-service Education and Training
(EF INSET)" was conducted and results for Training Planning and Program,
Competence Level of Trainers, End of Training Gains, General Assessment were
presented. Through open ended and Likert-scale questionnaires, observable
progression was shown for the benefits of in-service training, Training Planning and
Program, Competence Level of Trainers, End of Training Gains, and General
Assessment criteria. Performance Evaluation Form for Instructors who have
participated In-service Education and Training were filled, demo exams were
executed, and technical experts completed performance assessment forms 30
instructors assigned in accreditation process of vocational test center; as a result of
the questionnaires, differences between trained and untrained were presented.
Performance form of untrained instructors and demo exams were reviewed by
technical experts and it was determined that untrained instructors failed to properly
achieve exam and documentation processes as they lack knowledge about 17024
accreditation process, don't possess necessary information about National
Occupational Standards and not familiar with procedures and presses of Vocational
Test Center; therefore, it was planned to provide in-service training to untrained
instructors within 2016.
The results of Wilcoxon test, which was performed to compare scores of pre- and
post-training knowledge and skill-based performance items in the test group, are
given in research. According to the analysis results, post-training scores for all
knowledge and skill-based performance items have shown statistically significant
increase when compared to pre-training scores (<0.05). Accordingly, the in-service
training conducted has increased the knowledge and skill-based performance of
instructors.
Mann Whitney test was performed to compare pre-training knowledge and skillbased
performance item scores of the control group and post-training scores of the
test group and as a result, post-training knowledge and skill-based performance
scores of the test group were statistically shown to be significantly higher than pretraining
scores of the control group. According to performance assessment, when
pre- and post-training performance assessments compared and demo exams
conducted before and after the training were reviewed by technical experts, major
differences were determined. Therefore, the obligation to receive these training
raised in order for all instructors, wanting to take part in the accreditation process of
Vocational Test Center, to conduct the accreditation process in healthy, proper,
reliable and objective way and in conformity with the standards.
In-service education and trainings are recommended for all current Vocational Test
Centers and other exam centers planned to be established in the coming years in
order for documentation processes in Turkey to be conducted according to these
standards.