Methodological Support Of Teacher Training In English Language Teacher’s Development

Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET)


INTRODUCTION
English is one of the widely used language in the world. Teaching this language holds significantly important worth. As we are living in a dynamic world, teachers should be aware of all reforms in a teaching sphere. The role of English as a foreign language (EFL) teachers is considerably essential in language achievements of the learners. Because of globalization, modernization and modifications, EFL teachers should be involved

Methodological Support Of Teacher Training In English Language Teacher's Development
The American Journal of Social Science and Education Innovations (ISSN -2689-100x)

LITERATURE REVIEW
In the field of education, the main place is "Quality Policy" of education. High quality education is a strategic national resource, the main competitive capital, and the dynamic development of society (Tetina S.V. 2016). In modern conditions, it is required not only constant accumulation, but also updating this capital, personal personality mechanism of self-development. The purpose of continuing education is to provide opportunities for professional growth and continuing professional education, as well as to promote the development of competencies for introducing changes in practice teaching English in schools. Underhill (1997) believes that EFL teachers have to develop themselves professionally during their teaching career because the knowledge they get about teaching in their workplace is not sufficient for them for the complete teaching process. Due to dynamic time, they might encounter new obstacles and also new ideas and concepts will be emerging in the field of teaching. So, to keep themselves abreast of the recent methodologies and trends, they have to develop themselves. Likewise, for Richards (1998), professional development demands teachers to create their own personal teaching methodology that takes into account their experience, beliefs and understanding about good teaching. Solovyov V. considers professional development of EFL teachers as national motivational readiness for continuous professional and personal self-development, for innovative activity and professional cooperation. According to T. V. Tetina, the task of a modern English language teacher is to teach learners to study. First, the teacher needs to inculcate the need to learn from throughout life. Low motivated teachers for professional training, mastering modern educational technology are associated with a lack of independent systems for assessing the quality of their work in accordance with modern requirements. Modern requirements encourage English teachers to continuously improve their skills.
It can be said that profession of teaching require utilizing new trends and knowledge throughout the career, which leads teachers to follow continuous professional development.
In this way, teachers may be able to fulfill their professional roles in the changing contexts in which teachers work and learning takes place (Wideen, Mayer-Smith, & Moon, 1996; Day, 1999; Sandholtz, 2002).

DISCUSSION
Due to rapid changes in every phase of societies around the world, teachers' adaptations to these changes and long-term professional development have gained more attentions. As a result, it is argued that teacher professional development and continual deepening of knowledge and skills are major focus of systemic change and development in education (Ainscow, 1994 (2011), in-service training for teachers enables the teachers to be more systematic and logical in their teaching style. It is a planned process whereby the effectiveness of teachers collectively or individually enhanced in response to new knowledge, new ideas and changing curcumstances in order to improve, directly or indirectly the quality of pupils' education. Accordingly, the significance of in-service training should be looked in various perspectives. It promotes a very flexible environment and allow teachers to adapt with the working situation and it is also one form of motivation for employees or employers and it will continue to increase creativity in teaching process. It also enables EFL teachers to acquire new understanding and instructional skills to develop their effectiveness in the classroom (Frederick & Stephen, 2010).

RESULTS
In-service teacher training is globally practiced with the belief that it fosters professional development of teachers. Specifically, the training has been adopted to promote continuous improvement of teaching staff, eliminate differences within the background preparation of teachers, keep the teaching profession abreast of new knowledge, enable realization of creative innovations, and facilitate teachers to tackle responsibilities associated with the changing learning  (Osamwonyi, 2016;Sheth, 2004). According to Bramley (1991), in-service training is the systematic development of attitudes, knowledge, skills, and behavior patterns required by teachers to perform adequately at their given task or job.
Maduabum (1992) summarized the different forms of in-service education as follows:

Figure 2 Different forms of in-service education
1.

Regular courses
These are the full time courses undertaken during the normal academic session. The period of the program lasts one or two months.

Conferences
These are academic gathering in which certain speaker come prepared, often by invitation or for a fee, to open discussion on some reasonably interesting or controversial theme. Generally, conference attenders come to listen, ask questions for the main speakers, make additional prepared or spontaneous contributions to their own, evaluate opinions and points of view, and discuss formally and informally among themselves.

Workshops
Just like conferences, workshops can be regarded as academic gatherings but in this case aimed primarily at providing within the intellectual horizons of participants, selected functional experiences that will enhance their performance on the job. Workshops are characterized by individual or group role assignments. Resources persons are usually invited who come prepared and provide working procedures to participants.

4.
Seminars is an academic forum whose major purpose centres on a reflection or discussion of problems. It is piloted by a coordinator who has a written responsibility of putting down precise or brief summary of the views expressed by each member of the discussion panel. At the end of the session, the coordinator presents the highlights of the views expressed and invites questions, comments, observations or contributions from the audience to encourage total participation.

Exhibitions
These can be regarded as physical displays of scientific interest intended to enlighten a wider scientific community. They could be of classroom application or in a broader context geared towards solving societal problems e.g. making of soap or dyes from local resources.