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

1. Conducting valid needs assessment is not a common practice. Programme trainers madethis clear when they confirmed that “ trainees are not sincere in filling needs assessmentquestionnaires, so we depend only on our observation and experience”• Specifying these goals without sufficient input from trainees, and schools.• Limited correlation between these goals and the general goals of English languageteaching in Palestine, curriculum, and students‟ achievement problems.The need for modifying INSET goals in making them more practical, applicable , relevant totrainees needs and expectations has been citedas a common recommendation in INSETstudies as in Al Farra (1996); Jeber (2002);Abu-Atwan(2008); Abu Salem(2008); Al-Ajezand Al-Banna(2003).3. Training Programme Content: Domain (2)Training programme content ranked fourth with an average of 3.1087 and a ratio weight of(62.17%). All of the items in this domain were ranked with a moderate degree except for thefour items relating to connecting goals and content, teaching reading, vocabulary andlistening. Item number 10 “increases trainees‟ knowledge of how to teach vocabulary” hadthe highest rank. Followed by items number 8, 9 “enriches trainees‟ knowledge on how toteach reading” “develops trainees‟ knowledge on how to teach listening”.Through trainees‟ responses, shortcomings within programme training content can begrouped as:1. Inadequate focus on problematic topics teachers mostly need as how to deal withlow achievers and over-aged students2. Limited linguistic competencies improvement as developing trainees listening,speaking , writing and reading skills as compared with pedagogic competences3. Incomplete improvement of trainees teaching skills related to grammar, writing andpronunciation teaching- 154 -