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

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باسم ربك ‏"اقرأ ذيالبسم اهلل الرحمن الرحيم( ) خ ل ق اْل ن س ان م ن ع ل قٍ‏خ ل ق )1اقرأ وربك الكرم)3( الذي علمعلم بالقلم)‏‎4‎‏(‏)2"يعلم لم ما اْلنسان )5(“Read , read in the name <strong>of</strong> Allah who created.Created man from a clot. Read and Allah is theMost Honorable, Who taught to write with the pen.Taught man what he knew not"(Al-Alaq, 96; 1-5)I
Page 1: The Islamic University- GazaDeanery
Page 5 and 6: Finally, but most importantly, I wo
Page 7 and 8: Table of ContentsContentsDedication
Page 9 and 10: Chapter VIThe Study FindingsIntrodu
Page 11 and 12: Table (4.3) Arithmetic average and
Page 13 and 14: List of Abbreviations Used in the S
Page 15 and 16: Chapter IStudy Statement and Backgr
Page 17 and 18: Recently, teachers are not viewed a
Page 19 and 20: 1.2 Need for the StudyWith the univ
Page 21 and 22: 1.5 Purpose of the StudyThe overall
Page 23 and 24: 1.8 Scope of the studyThe limitatio
Page 25 and 26: The 43 lists in the four categories
Page 27 and 28: Section ITheoretical Framework2.1 T
Page 29 and 30: (Muijs and Lindsy, 2005, p.1), and"
Page 31 and 32: The previous shortcomings gave rise
Page 33 and 34: INSET is not “a set of randomly c
Page 35 and 36: 2.4 Goals of INSETFor many years, t
Page 37 and 38: Within the Palestinian context, Bar
Page 39 and 40: In contrast of the previous model,
Page 41 and 42: Figure (2.3): INSET and SS Learning
Page 43 and 44: A second set of researchers classif
Page 45 and 46: 2.6.1 Traditional ModelsThey are th
Page 47 and 48: Large-scale collaborative models ar
Page 49 and 50: 4. Establishing two ways or recipro
Page 51 and 52: 2.7 Phases of INSETSuccessful INSET
Page 53 and 54:
5. Lack of employing the new learne
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In general, evaluation can serve ma
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knowledge and skills before organiz
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Level 1: Participants’ ReactionsI
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knowledge and skills; they need tim
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7. Driven by best available researc
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14. PracticalityTheoretical focus o
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Previous StudiesIntroductionTeacher
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introducing more self-directed inno
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teachers in the light of the contem
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facilities, and insufficient timing
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needs and expectations. The trainin
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towards the overseas training progr
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Furthermore, it is worthy to note t
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Results clarified that the programm
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Continuous follow up, support and e
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programmes. The researcher recommen
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training. Data were collected using
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outcomes for teachers and for their
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on the importance of inservice trai
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Finally, despite the wide range of
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Chapter IIIMethodologyIntroductionT
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Table: (3.3)Distribution According
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principles that are frequently as c
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2006; Garet et al., 2001; Fullan 19
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To conclude, the first tool used by
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explained. The second draft of the
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Table (3.6)Correlation Coefficient
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Page 113 and 114:
Page 115 and 116:
TheDomainsTable (3.14)Split Half Te
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Table (3.15)The Reliability through
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SummaryThis chapter gave a full ill
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IntroductionChapter IVThe Study Fin
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Gaza Educational Development Centre
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3. Trainees EvaluationThe system of
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e involved as well. The trainees ar
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In addition, more practical illustr
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AverageTheRatioWeight%Rankp-value(S
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AverageThe RatioWeight %Rankp-value
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AverageRatioWeight%Rankp-value(Sig.
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AverageRatioWeight%Rankp-value(Sig.
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AverageRatioWeightRankp-value(Sig.)
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AverageTheRatioWeightRankp-value(Si
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Table (4.19) below shows the freque
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Smallerthan 3Largerthan 3Equal 3Ave
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Table (4.18)The average and St.d of
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three zones, it is clear the averag
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3. Trainees needs are decided on th
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4.5.4 Question (4): “What do you
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3. Individual differencesSix of the
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SummaryThis chapter provided a deta
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Chapter VDiscussion, Conclusions an
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5.2 Discussion of the results of th
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they are aware of the difficulties
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as a team in carrying out these mod
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1. Conducting valid needs assessmen
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• Traditional faulty perceptions
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4. Insufficient resources and incon
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Institute of Education in Jordan, i
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• Traditional evaluation toolsThe
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1. Needs assessmentNeeds assessment
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4. Focused on problematic areas in
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Pronunciation and phonetics Listeni
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8. Provision of sufficient incentiv
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3. Process of INSETAt this level, e
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To sum up, it can be said the sugge
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5.8 Final ConclusionsDrawing upon t
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as shown in Abu Salem study (2008),
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Recommendations for English languag
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10. Evaluative studies of INSET eff
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Al-Muteeri,A., Al-Mufreg,B., & Hama
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Communication from the Commission t
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Fang, Y. and Zhu, Y. (2007). Reform
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Hawley, W. D. & Valli, L. (1999). T
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Kurihara, Y. & Samimy, K. (2007). T
Page 207 and 208:
OBeidat, S. (2007). Teachers Prepar
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Sarsar, N. M. (2008). Adopting a Re
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Whitney,A.,Sheridan D. B.,& Rosemar
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PrincipleAppendix (1) Policy Lists:
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Appendix (3) Researchers ListsNoRes
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Suggestions for improvement :- ( te
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NO1.2.3.4.5.6.7.8.9.10.11.12.13.14.
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Training Programme Time and Resourc
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2 develops trainees' English speaki
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The Programme Trainers 5 4 3 2 11 a
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Training Programme Content 5 4 3 2
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Training Programme Time and Resourc
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trainees7 derived in the light of t
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The Programme Trainers1 are compete
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IntroductionAssalaam aliukumAppendi
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connecting theory to practice in li
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Participant 5 : you can say Gaza is
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that have to be dealt with the trai
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performance, the teacher techniques
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programme or this session, you will
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Appendix (13) The List of Juries1.
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Appendix (15) Permission (2)236
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Appendix (18) The Total number of t
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Appendix) 19) Training Topics in 20
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StronglydisagreeDisagreeNot SureAgr
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No Suggested Topics 1 2 3 4 51. Tea
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No Programme Trainers are preferred
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