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

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6. Trainers’ selectionRashed (2002, p. 207-209) summarizes the main desirable qualities trainers should possess tobe successful as:• Preferable to involve native speakers and university professors• Punctual• Good models to follow• Self confident• Highly qualified and Well prepared• Accept critical notes• Capable of keeping gentle relationship with trainees• Capable of involving trainees in the process of training• Capable of varying his training techniques and styles• Capable of using computer and technology• Capable of giving trainees sufficient opportunities for feedback and reflection7. Provision of Sufficient FacilitiesIn the light of the study‟s shortcomings, it was proved that poor facilities are the mostfrequent cited shortcomings, these facilities involve the shortage of a well-equipped trainingcentre, well- equipped training rooms and labs, and resourced library, sufficient refreshments,and proper transportation. These facilities require developing a specialized training centrethrough:• Providing sufficient budget• Cooperating with the Ministry of Education and universities in establishing this centreto be used for training English teachers working in UNRWA, or governmental andpossibly for some pre-service training.- 169 -
8. Provision of sufficient incentivesProviding trainees with sufficient moral or material incentives is vital to the success of theINSET programme. The success of the suggested future INSET programme depends to alarge extent on creating suitable degrees of eagerness and willingness to change, especiallyfor experienced teachers who have developed their own fixed routines and their sets ofteaching practices and behavious which will be very difficult to change. Resistance to changeis recognized as a main barrier to successful INSET programmes as shown in Nicolaidis andMatheoudakis(2008) study, Kubanyiovi (2006); Mohammed (2006). Overcoming thisresistance requires provision of various incentives and most importantly promoting CPDculture and reinforcing the philosophy of teachers‟ continuous learning “from cradle tograve”.Incentives as shown in appendix can involve:• Salary increase;• Scholarships;• Gaining university qualifications as M.A. or High Diploma in education;• Career promotion for examples INSET participation can promote teachers scale fromteacher C (newly appointed teachers ) to B (teachers with moderate experience to A(experienced teachers) to A+ (highly qualified teachers who can be promoted to bementor teachers (resident supervisors at schools with reduced teaching loads whohandle the supervision and mentoring of newly appointed teachers.9. EvaluationEvaluation plays a vital role in determining the strengths and weaknesses of any programme.Any effective evaluation should be characterized with:• Comprehensiveness: handling the various components of the whole programme• Collaborative: involving several stake holders- 171 -
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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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101 students in the control group.
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utilizing collaboration, taking adv
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IntroductionChapter IIIMethodology3
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Table: (3.1)Distribution According
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eferred to either as trends, standa
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3. Researchers ListsThis category i
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2. Most of the surveyed countries h
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5. The third draft was distributed
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Table (3.5)The Final Construction o
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14 0.63915 0.80715 0.52717 0.51518
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of this domain are significant at
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Table (3.13)Cronbach's Alpha Correl
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3. Information can be obtained more
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5. Getting the permission from UNRW
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Chapter IVThe Study FindingsIntrodu
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established in December 1964 as a j
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2. Training TechniquesThe main trai
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2. To provide English teachers with
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4.2 The Answer of the Second Questi
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4. Training Programme Content (62.1
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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 142 and 143: In addition, Table (4.13) shows tha
Page 144 and 145: Table (4.20) below shows the freque
Page 146 and 147: NoKruskal -Wallis teststatisticP-va
Page 148 and 149: DomainKruskal -Wallis teststatistic
Page 150 and 151: Table (4.21)Frequencies and the per
Page 152 and 153: 8. Traditional but good and needed
Page 154 and 155: 4.5.5 Question (5): “What comment
Page 156 and 157: 4.6 The Answer of the Sixth Questio
Page 158 and 159: Chapter VDiscussion, Conclusions, a
Page 160 and 161: Acknowledging such limitations, EDC
Page 162 and 163: proved in the questionnaire results
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Page 166 and 167: • Lack of overall policies and co
Page 168 and 169: 4. Lack of practicality, in the sen
Page 170 and 171: 4. Inadequate follow up of the prog
Page 172 and 173: than the other districts. This resu
Page 174 and 175: give us more stimulation and it wil
Page 176 and 177: 5.6.2 DifferencesIn contrast to the
Page 178 and 179: training facilities. The Suggested
Page 180 and 181: particular issues as proved within
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
Page 190 and 191: 9. Lack of focus on the linguistic
Page 192 and 193: 3. Establishing planning and evalua
Page 194 and 195: Recommendations for Educationalists
Page 196 and 197: ReferencesThe Holy Qur‟an.Abdal-H
Page 198 and 199: Boyle, B., Lamprianou, I., & Trudy,
Page 200 and 201: Darling-Hammond, L.,Wei,R., Andree,
Page 202 and 203: Guskey. ( 1997) Research Needs to L
Page 204 and 205: Ji -Kim, S. (2008). An Examination
Page 206 and 207: Marek, E. A., & Methven, S. B. (199
Page 208 and 209: Porter, A., Garet,M., Desimore L, B
Page 210 and 211: Strucchelli, A. (2009). Inquiry in
Page 212 and 213: Appendices199
Page 214 and 215: Appendix (2) Studies ListNO The Stu
Page 216 and 217: NO ThecountryAppendix (4) Countries
Page 218 and 219: Appendix (5) The Final List of the
Page 220 and 221: Appendix (6) the First Draft of the
Page 222 and 223: Appendix(7) The second Draft of the
Page 224 and 225: Training Programme Evaluation Tools
Page 226 and 227: Appendix (8) The Third Draft of the
Page 228 and 229: Peer ObservationIn its simplest mea
Page 230 and 231: 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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