Measuring the Effectiveness of an Online Teacher Training Program for In-Service Secondary School Teachers: Trainees’ Reactions and Learning
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Abstract
This study evaluates the effectiveness of a 48-hour online training program designed for in-service secondary school English teachers across Thailand. Using Kirkpatrick’s model (Kirkpatrick & Kirkpatrick, 2006), the research examines the participants’ reactions to the program (Level 1: Reaction) and changes in their attitudes, knowledge, and skills (Level 2: Learning). A mixed-methods approach was adopted, with 38 trainees completing an online questionnaire and 17 subsequently joining focus group interviews. Findings indicated that the program was well-received, achieving a high satisfaction score (M = 4.87) at the reaction level. At the learning level, the participants reported increased knowledge, particularly in ELT methods. Questionnaire and focus group interview data further revealed that the program positively impacted their attitudes toward online teacher training and motivation to engage in further learning. Additionally, the training enhanced both their teaching competencies and their English language skills. The study’s findings offer baseline data for further development of online professional development programs tailored to in-service secondary school English teachers’ needs.
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References
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