The Islamic University- Gaza Deanery of Higher Education Faculty of ...

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In addition, Table (4.13) shows that:• All the items within the sixth domain are ranked high with (to a large extent and a verylarge extent)1. The highest item are number 2(are interested in keeping gentle relationships withtrainees) with a ratio weight of (75.22%)2. Also, with the same ranking, item number 10(are preferred to be university professorsor native speakers trainers) with a ratio weight of (75.22%)The rest of the items are ranked high including 1, 3,4,5,6,7,8,9, as shown in the previoustable.4.3.7Analysis of the Two Open-Ended QuestionsThe questionnaire involved two open ended questions:A. What changes need to be done to improve the current inservice training programme?B. What are the topics or skills that you feel in need for further training to improve yourcompetencies as an English teacher?In order to answer these questions, the researcher used the descriptive statistics, frequenciesand percentages as illustrated below:A. Trainees’ Suggested ChangesIn the first open ended question, trainees were asked to suggest essential changes to improvethe current INSET programme. Out of the 46, only 33 questionnaires were returned withanswers to the first open-ended question.- 129 -
Table (4.19) below shows the frequencies and percentages of trainees suggested changes.Table (4.14)Trainees Suggested ChangesNo The Suggested Changes Freq Percent%1- Focus on practicality: practical training –students realproblems- schools needs –Palestinian English curriculumTable (4.19) above shows that the need for practicality had the highest percentage (48.57%)followed by the need for suitable timing (37%) and the need for well-equipped trainingcentre along with proper facilities, refreshment and transportation(34.2%).B. Trainees Suggested Topics and SkillsIn the second open ended question, trainees were asked to suggest specific skills or topics inwhich they need further training to improve themselves as English teachers. Out of the 46questionnaires, only 33 were returned with answers to this question.17 48.57%2- Suitable timing 13 37%3- Training centre facilities -well-equipped training rooms- labsrefreshment–transportation4- Highly qualified trainers ( native speakers –universityprofessors)12 34.2%12 34.3%5- Content modification- up-to-date topics – focus on specific skills 11 31.42%6- Technology integration ( online training –how to use technologyin teaching )11 31.42%7- Needs assessment 6 17%8- Teacher involvement 5 14.2%9- Provision of sufficient incentives 4 11.4%10- Follow up of trainees work inside classrooms 2 5.71%- 131 -
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The Islamic University- GazaDeanery
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ACKNOWLEDGMENTIn the Name of Allah,
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Evaluating the Inservice Training P
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2.2.3 Systematic and Intentional Pr
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5.8 Final Conclusions 1765.9 Recomm
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List of Figures Used in the StudyNo
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Chapter IStudy Statement and Backgr
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The Quranic celebration of knowledg
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that, “Continuous high quality pr
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study attempts to explore the reali
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2. It presents a set of comprehensi
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EvaluationEvaluation can be defined
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Chapter IIReview of Related Literat
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Chapter IILiterature ReviewIntroduc
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the umbrella of this trend (Abed Ha
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2009; Fraser et al., 2007, Remeirs
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3. The rapid technological, economi
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1. Informing teachers about changes
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2. Changes in students‟ learning
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(good) condition of a people as lon
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In brief, the success of INSET prog
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1. Training with the traditional no
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2.6.2 Innovative modelsThe innovati
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2. Some participants in the group m
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According to Lakshami (2009, p.14)
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These six major components of the I
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To conclude, overcoming all previou
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2. Participant learning, which meas
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Table (2.1)Guskey’s Evaluative Mo
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2.8 Contemporary Principles of High
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• Planning INSET content in the l
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1. Survey questionnaires.2. Open-en
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Section IIAn Overview of Related Pr
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In addition, the studies purposes,
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constraints, and lack of practical
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importantly conducting more detaile
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showed positive participants satisf
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A further relevant study was perfor
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school principals and teachers is n
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teachers' attitudes, beliefs and pr
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lack of openness to change, lack of
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Following the same track of evaluat
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levels of achievements. Thus, a rec
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Under the same umbrella, Podhajski
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Page 94 and 95: utilizing collaboration, taking adv
Page 96 and 97: IntroductionChapter IIIMethodology3
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Page 100 and 101: eferred to either as trends, standa
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Page 104 and 105: 2. Most of the surveyed countries h
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Page 108 and 109: Table (3.5)The Final Construction o
Page 110 and 111: 14 0.63915 0.80715 0.52717 0.51518
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Page 114 and 115: Table (3.13)Cronbach's Alpha Correl
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Page 118 and 119: 5. Getting the permission from UNRW
Page 120 and 121: Chapter IVThe Study FindingsIntrodu
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Page 124 and 125: 2. Training TechniquesThe main trai
Page 126 and 127: 2. To provide English teachers with
Page 128 and 129: 4.2 The Answer of the Second Questi
Page 130 and 131: 4. Training Programme Content (62.1
Page 132 and 133: (applicable - can be applied in cla
Page 134 and 135: The previous Table (4.5) clarifies
Page 136 and 137: Table (4. 7) also shows that:• Th
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Page 140 and 141: In addition, Table (4.11) shows tha
Page 144 and 145: Table (4.20) below shows the freque
Page 146 and 147: NoKruskal -Wallis teststatisticP-va
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Page 150 and 151: Table (4.21)Frequencies and the per
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Page 154 and 155: 4.5.5 Question (5): “What comment
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Page 158 and 159: Chapter VDiscussion, Conclusions, a
Page 160 and 161: Acknowledging such limitations, EDC
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Page 176 and 177: 5.6.2 DifferencesIn contrast to the
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Page 182 and 183: 6. Trainers’ selectionRashed (200
Page 184 and 185: • Recent: using recent tools as p
Page 186 and 187: Figure (5.1): the Suggested Evaluat
Page 188 and 189: The Future Suggested INSETProgramme
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3. Establishing planning and evalua
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Recommendations for Educationalists
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ReferencesThe Holy Qur‟an.Abdal-H
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Boyle, B., Lamprianou, I., & Trudy,
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Darling-Hammond, L.,Wei,R., Andree,
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Guskey. ( 1997) Research Needs to L
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Ji -Kim, S. (2008). An Examination
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Marek, E. A., & Methven, S. B. (199
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Porter, A., Garet,M., Desimore L, B
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Strucchelli, A. (2009). Inquiry in
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Appendices199
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Appendix (2) Studies ListNO The Stu
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NO ThecountryAppendix (4) Countries
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Appendix (5) The Final List of the
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Appendix (6) the First Draft of the
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Appendix(7) The second Draft of the
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Training Programme Evaluation Tools
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Appendix (8) The Third Draft of the
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Peer ObservationIn its simplest mea
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Appendix (9) The Final Questionnair
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Peer ObservationIn its simplest mea
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Appendix (10) Interview Consultatio
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Line Transcript Text Open codeInter
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Line Transcript text Open codeParti
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contemporary techniques and methods
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..you may say the allowed…the ava
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Participant 1 : we dream of a day t
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Appendix (12) Questionnaire Consult
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Appendix (14) Permission (1)235
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Appendix (16) Focused Group Intervi
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3..73..7/6/21-6/35/6/33-6/18The Tra
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Content of Training Course Programm
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NoNo NeedLow NeedModerateNeedHighNe
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Part V: INSET programme Evaluation
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Appendix (21) Suggested Useful Webs
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بسن اهلل الرحوي الر
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