Australian Journal of Teacher Education
Abstract
Research studies show a number of significant contributions of professional development programs towards teachers’ teaching skills. This paper explores the views of eight (8) university lecturers in a university in Yangon, Myanmar with regards to the teacher capacity building and language enhancement training program they attended from 2014-2016. The interview data, which were subjected to qualitative content analysis were taken from the participants’ personal knowledge and experience of the teacher training program. The data were read many times, coded, and assigned to different themes. Findings revealed two themes; appreciation and hardships. Although teacher participants were glad to be part of the training program, they also coped with some challenges. Some important implications for the enhancement of the teacher training programs and language education in Myanmar were discussed and future research directions were also offered.
Recommended Citation
Ulla, M. B. (2018). In-service Teachers’ Training: The Case of University Teachers in Yangon, Myanmar. Australian Journal of Teacher Education, 43(1). https://doi.org/10.14221/ajte.2018v43n1.4
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