“…The results of the researches in Turkey in the related literature carried out with the teachers involved in the in-service trainings organized by the Ministry of National Education reveal the existence of a number of problems in the implementation of these trainings. Among these problems, there are topics such as, trainings are not planned according to teacher needs (Aslan & Gül, 2015;Baştürk, 2012;Durak, Sarıtepeci, & Çakır, 2016;Kala, Sungur Alhan, & Kirman Bilgin, 2019;Günbayı & Taşdöğen, 2012;Güneş, 2006;Karasolak, Tanrıseven, & Konokman, 2013;Limon, 2014;Nartgün, 2006;Özavcı & Çelikten, 2017;Parmaksız & Kısakürek, 2013;Uçar, 2017, 2005, Uçar & İpek, 2006Uştu, Taş, & Sever, 2016;Ulus, 2009;Yılmaz & Esen, 2015), inadequacy of discipline-spesific trainings (Gökyer, 2012;Sıcak & Parmaksız, 2016;Tekin & Ayas, 2005) duration and timing of trainings (Avcı, 2018;Günbayı & Taşdöğen, 2012;Güneş, 2006;Ergin, Akseki, & Deniz, 2012;Nartgün, 2006;Özen, 2006;Sıcak & Parmaksız, 2016;Uçar, 2017;Yıldız, Sarıtepeci, & Seferoğlu, 2013), physical conditions of educational places (Ayvaz Tuncel, & Çobanoğlu, 2018;Durak, Sarıtepeci, & Çakır, 2016;Karasolak et al, 2013;Özkan, 2010;Uçar, 2005;Uçar & İpek, 2006;Yılmaz & Esen, 2015), insuffi...…”