Abstract

In-service training (IST), deemed vital for faculty growth, primarily aims to aid instructors in enhancing their teaching skills, with the expectation that their participation will subsequently enhance classroom performance, resulting in improved educational outcomes for students. This study investigates the impact of service training on the beliefs and attitudes of English teachers. To achieve this objective, semi-structured interviews were conducted via Zoom to explore the instructors’ perspectives regarding the perceived service training and its effects on the teaching and learning process. The study delves into the experiences and perceptions of the instructors regarding the service training they received. Through in-depth interviews, participants shared insights into the effects of such training on their instructional methodologies, classroom practices, and overall professional development. Additionally, their perspectives on the perceived benefits, challenges, and effectiveness of the service training were examined. The findings shed light on the multifaceted impact of service training on English teachers, offering valuable insights into its influence on the teaching and learning process. This research contributes to a deeper understanding of the dynamics between professional development initiatives and educators’ beliefs and attitudes, providing implications for the design and implementation of future training programs aimed at enhancing EFL instruction. Findings emphasize the importance of aligning IST with teachers’ needs and fostering participatory involvement in its design.

This work is licensed under a Creative Commons Attribution 4.0 License.