IMPACT OF INSERVICE TEACHERS TRAINING PROGRAMMES ON CLASSROOM TEACHING LEARNING PRACTICES: A SYSTEMATIC REVIEW

Abstract

In-service teacher training programmes play a crucial role in enhancing teachers’ professional competencies and improving classroom teaching–learning practices. The present study systematically reviews existing literature to examine the impact of in-service training on pedagogical practices, teacher effectiveness, and student learning outcomes. Relevant studies were identified through a comprehensive search of peer-reviewed journals, reports, and educational databases, focusing on research conducted in the last two decades. The review highlights that well-structured and sustained training programmes contribute significantly to the development of pedagogical skills, subject knowledge, and reflective practices among teachers. Additionally, collaborative learning, active participation, and job-embedded training approaches were found to positively influence classroom engagement and instructional quality. However, the findings also reveal several challenges, including inadequate needs assessment, lack of follow-up support, and limited contextual relevance of training programmes. These constraints often reduce the effectiveness of such initiatives, particularly in developing educational settings. The study concludes that for in-service training programmes to be effective, they must be continuous, context-specific, and aligned with teachers’ professional needs. Implications for policy and practice are discussed, emphasizing the importance of designing comprehensive professional development frameworks to improve the overall quality of education.