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Appendix(7) The second Draft of the QuestionnaireEvaluating the Inservice Training Programme for UNRWA English Teachers in GazaGovernorates in regards to the Contemporary TrendsDear English Teachers,This study aims to evaluate the current inservice training programme provided for UNRWA EnglishTeachers in Gaza. This evaluation is conducted in light of contemporary trends and a set of criteriadeveloped by the researcher through surveying the related literature.The following questionnaire is one of the study tools used to collect the needed data. It consists of fivemain domains with seventy two items. You are kindly requested to answer this questionnaire byresponding to five likert scale ranging from , very large extent to a very small extent. As example:NO Item To a very largeextentبذرجت كبيرة جذا51- The trainingprogramme goalsare clearly stated.السالم عليكن ورحوت اهلل وبركاتهIf you please, read each item carefully, choose the responses you believe right. Your responses hopefullywill provide valuable insights that will eventually lead to the programme improvement. All the providedinformation will be only used for research purposes and thus will remain confidential.Your participation is highly appreciatedPersonal InformationGender: Female MaleYears of Experience: 1- 5 Years 5-10 Years More than 10 YearsEducational Zone: Northern GovernoratesMiddle GovernoratesTo a largeextentبذرجت كبيرة4To amoderateextentبذرجت هتوسطت3√To a smallextentبذرجت صغيرة2GazaSouthern GovernoratesTo a very smallextentبذرجت صغيرة جذا1NOTraining Programme Goals are 5 4 3 2 11 determined in the light of valid and a comprehensiveneeds analysis2 declared to the trainees from the early beginning ofthe programme3 clearly stated at the beginning of the printed trainingmaterials4 specific ( focusing on acquiring trainees specific skillsand competencies5 applicable ( can be applied in classroom realities )6 focused on students' achievement problems inside theclassrooms7 focused on problematic areas in the English curriculum8 planned collaboratively with the participation oftrainees9 derived in the light of the general goals of Englishlanguage teaching10 derived in the light of schools needs11 derived in the light of a general coherent planTraining Programme Content 5 4 3 2 11 is directly based on the programme goals219
2 develops trainees' English speaking skill3 enhances trainees' English writing skill4 improves trainees' English reading skill5 enriches trainees' English listening skill6 deepens trainees' knowledge of how to teach speaking7 adds to trainees' knowledge of how to teach writing8 enriches trainees' knowledge of how to teach reading9 develops trainees' knowledge of how to teach listening10 increases trainees' knowledge of how to teachvocabulary11 deepens trainees' knowledge of how to teachpronunciation12 enhances trainees' knowledge of how to teach spelling13 improves trainees' knowledge of how to teachgrammar14 is coherent ( built on previously learnt experience )15 is logically sequenced from the easiest to the mostdifficult16 is based on up-to-date and relevant theories ,strategiesand studies in the field of ELT17 involves topics related to employing technology inteaching and learning18 focuses on specific problematic topics teachers mostlyneed ( for example ,how to deal with low achievers )19 provides trainees with practical topics related toclassroom realities20 involves repeated topics learnt previously at theuniversityTraining Methods and Techniques 5 4 3 2 11 are directly related to programme goals2 are directly based on programme content3 depend on lecturing and theoretical presentations4 are accompanied with practical illustrations andexamples5 employ individually guided techniques such asportfolios and journal writing6 employ collaborative training techniques such asstudy groups7 use the technique of action research8 employ innovative techniques such as onlinetraining9 provide trainees with chances to reflect on theirclassroom practices10 provide trainees with chances to work collaborativelywith their colleagues using peer coaching and peerobservation211
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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
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NoKruskal -Wallis teststatisticP-va
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DomainKruskal -Wallis teststatistic
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Table (4.21)Frequencies and the per
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8. Traditional but good and needed
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4.5.5 Question (5): “What comment
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4.6 The Answer of the Sixth Questio
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Chapter VDiscussion, Conclusions, a
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Acknowledging such limitations, EDC
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proved in the questionnaire results
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(68.26%) and item number 9 (develop
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• Lack of overall policies and co
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4. Lack of practicality, in the sen
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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 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 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
Page 246 and 247: Appendix (12) Questionnaire Consult
Page 248 and 249: Appendix (14) Permission (1)235
Page 250 and 251: Appendix (16) Focused Group Intervi
Page 252 and 253: 3..73..7/6/21-6/35/6/33-6/18The Tra
Page 254 and 255: Content of Training Course Programm
Page 256 and 257: NoNo NeedLow NeedModerateNeedHighNe
Page 258 and 259: Part V: INSET programme Evaluation
Page 260 and 261: Appendix (21) Suggested Useful Webs
Page 262: بسن اهلل الرحوي الر
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