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

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ReferencesThe Holy Qur‟an.Abdal-Haqq, I. (1996). Making Time for Teacher Professional Development. Retrieved August17, 2006, from, Eric Digist: http://www.ericdigests.org/1997-2/time.htmAbed-Halim, S. (2008). The Effect of Using Some Professional Development Strategies onImproving the Teaching Performance of English Language Student Teacher at the Faculty ofEducation, Helwan University in the light of Pre- Service Teacher Standards. (Unpublisheddoctoral dissertation, Helwan University, Egypt). Retrieved December, 4, 2010 fromeric.ed.gov/ERICWebPortal/recordDetail?accno=ED507049Abu- Atwan, M. (2008). Barriers of In-Service Teachers Training in Gaza Governorates.(Unpublished master‟s thesis). The Islamic University of Gaza, Gaza.Abu-Jado, M. (2008). Institute of Education: Establishment, Development, Philosophy andINSET Programmes. UNRWA .Jordan, Amman.Abu-Salem, H. (2008). Evaluating Inservice Training Programmes for Physical. EducationTeachers According to Its specified Goals (Unpublished doctoral dissertation). Al-AqsaUniversity, Gaza.Al-Ahmed, Kh. (2005). Teachers from Preparation to Training. UEA: Dar-Al-ketab Al-Jameai.Al-Ajez, F. (2004). Evaluating In-service Training Workshops for Secondary Schools in GazaGovernorates from Teachers and Supervisors Perceptions. Research Paper presented atSixteenth Scientific Conference at Curriculum and Methodology Egyptian Association.Retrieved July 15, 2009, from http://www.iugaza.edu.ps/ara/research/articles.pdfAl-Ansari, I. (1995). Inservice Education and Training of EFL Teachers in Saudi Arabia : AStudy of Current Provision and Future Needs.(Unpublished master‟s thesis, University ofSouthampton,UK).Retreived December 5,2010,from http:// proquest. umi. com. ezproxy.auckland.ac.nz/Al- Farraa, F. (1996). Evaluating Basic Stage Inservice Training in Gaza Strip and Ways ofDevelopment. Al- AzharJournal (Humanitarian Science). 1(1) December, 121-131.Al-Khateeb,A. & Al-Khateeb, R.(1986). New Trends in Training. Riyad: Al-Farasdeq.Al-Khateeb, A. (1987). INSET Framework for Secondary Teachers in Egypt and Gaza Strip.(Unpublished doctoral dissertation). Al- Mansoura University, Egypt.Al-Khateeb,A. & El- Aila,R.(1998). Designing and Planning INSET Programmes in Palestine.Palestinian Educaional Researches and Studies Journal.1(2),99-137.Al–Mutawa, N. (1997). Evaluation of Student-Teachers‟ Performance in TEFL Practicum inKuwait University. Journal of Arab Universities Union, Jordan, Amman, 1(144), 42-69.- 183 -
Al-Muteeri,A., Al-Mufreg,B., & Hamada,M.,(2007). Contemporary Trends in Teachers’Professional Development. Educational Renewal Unit. Ministry of Education. Kuwait.Retrieved July, 1, 2010 from http://www.shebacss.com/docs/soasr001-10.pdfAl-Qreanawi, M. (2009). Evaluating the Inservice Training Programme for Math UNRWATeachers in the Light of Quality Standards. (Unpublished master‟s thesis). The IslamicUniversity of Gaza, Gaza.Al-Shandawily, H. (1990). Evaluating the "Welcome to English” Training Programme Held atthe Main In-service training Centre at Manshiat El- Bakreey for Prep Stage Inspectors andSenior Teachers of English. (Unpublished master‟s thesis). Ain Shams University, Egypt.Alwan, F. (2000). Towards Effective In-Service Teacher Development in the United Arab ofEmirates: Getting Teachers to be in Charge of their own Professional Growth. (Unpublishedmaster‟s thesis, University of Bath.UAE). Retrieved December 9,2009, fromwww.eric.ed.gov/ERICWebPortal/recordDetail.American Federation of Teachers. (2002). Principles for Professional Development: AFTS’guidelines for professional Development Programmes that Make a Difference. RetrievedDecember16, 2009 from, www.aft.org/pdfs/teachers/principlesprodev0502.pdfArab League Educational Scientific Cultural Organization.(1972). Training and Preparationof the Arab Teachers Conference. Cairo : Al-Takadum.Atay, D. (2004). Collaborative Dialoques with Student Teachers as a Follow-up to Teachers InseviceEducation and Training. Language Teaching Research, 8(2), 143-162.Retreiverd October12, 2009, from http://ltr.sagepub.com/Atay, D. (2008). Teachers Research for Professional Development. ELT Journal. 62(2), 139-147.Retreived January 24, 2009, from http://eltj.oxfordjournals.orgBarzaq, M. (2007). Student-Teachers' Training Programmes Evaluation in English LanguageTeaching Colleges of Education in Gaza Strip Universities. (Unpublished master‟s thesis).Islamic University of Gaza, Gaza.Bayrakci, M. (2009). In-Service Teacher Training in Japan and Turkey: AComparative Analysisof Instituions and Practices. Australian Journal of Teacher Education. 34 (1), 10-22.RetreiverdFebruary5,2010, from ajte.education.ecu.edu.au/issues/PDF/341/Bayracki.pdfBiggs, A. Crawford, L., & Schmeister, M. (2008). Impact of Intensive ProfessionalDevelopment on Teachers' Use of Sheltered Instruction with Students Who are EnglishLanguage Learners. Professional Development in Education, 34(3), 327– 342.doi.org/10.1080/13674580801950816Bohi,F. & Bauimi, M.(2002). Studies in Teachers Preparation. Cairo: Dar –Al-Maerifaa Al-Jameia.Bolam, R., Clark, J., Jones, K., Harper-Jones G., Timbrell, T., Jones, R. & Thorpe, R. (1995).The Induction of Newly Qualified Teachers in Schools: Where next? Professional Developmentin Education, 21:3,247-260.doi.org/10.1080/0305763950210302- 184 -
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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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(applicable - can be applied in cla
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The previous Table (4.5) clarifies
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Table (4. 7) also shows that:• Th
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10 (are applied systematically (at
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In addition, Table (4.11) shows tha
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In addition, Table (4.13) shows tha
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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 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
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 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
Page 232 and 233: Peer ObservationIn its simplest mea
Page 234 and 235: Appendix (10) Interview Consultatio
Page 236 and 237: Line Transcript Text Open codeInter
Page 238 and 239: Line Transcript text Open codeParti
Page 240 and 241: contemporary techniques and methods
Page 242 and 243: ..you may say the allowed…the ava
Page 244 and 245: 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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