Transferring CoLearnITT Instructional Design from Pre-service to In-service Teachers Training through Qualitative Research

Introduction
The instructional design transforms educational practices through qualitative research based on stakeholders' needs, experiences, and feedback, indicating positive teaching and learning outcomes.
Goals and Methods
The present study aimed to show how, through a qualitative methodology, the instructional design CoLearnITT (Cooperative Learning for Initial Teacher Training), developed for an academic education program, expanded to a national training program for in-service Christian school teachers. The trainees were from five Romanian regions: Banat, Moldova, Muntenia, Oltenia, and Transylvania. They work in K-12 education and participated in nine training sessions from February 2022 to September 2023. The three pilot schools selected for the present study are involved in a national educational program for developing a new Christian curriculum.
The methodology is qualitative, with a single embedded case study as a research design and an action research component. The case is the CoLearnITT process model embedded in the three schools, and the action research component identified improvements regarding instructional design. The participants were 78 teachers from K-12, purposefully selected. Data collection methods comprised qualitative questionnaires, focus group discussions, and observations. Data were coded and grouped under themes.
Results
The emerging themes are (a) positive attitudes and perceptions during training, (b) acquiring and integrating knowledge through presentations, (c) extending and refining knowledge during demonstrations, (d) using knowledge meaningfully in micro-teaching, and (e) developing habits of mind through study groups. The participants recommended including more opportunities for in-service teacher training to master the proposed instructional design.
Conclusions
Teaching skills can improve when teachers are trained systematically in the CoLearnITT instructional design. They become confident regarding their teaching skills, manifesting a desire to apply the proposed instructional design.