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Chapter IILiterature ReviewIntroductionChapter two reviews the relevant literature which inspires the research work and provides thetheoretical and the experimental background information that guides the presented study.This chapter is presented into two sections, the theoretical framework and the previousstudies relevant to the current study. The first theoretical section discusses several issuesrelated to the concept of professional development (PD) or inservice training (INSET), itsmain trends, qualities, importance, goals, impact, models and INSET phases. It ends withpresenting 15 contemporary principles of high quality INSET programmes. The secondsection in this chapter; deals with the previous studies which the researcher reviewed. Itpresents 47 studies grouped thematically into three categories. Each study‟s main aims;participants, methodology, and results are briefly outlined and commented on.Section ITheoretical Framework2.1 Trends in INSETGiven INSET a significant placement on educational reform agendas, a vast rich literaturehas been devoted to such concept. A broad spectrum of terms and a wide range of definitionshave been suggested by researchers, organizations, policymakers, within several referenceworks, reports and research studies. With such broadness, finding one agreed upon definiteconcept or terminology for INSET might turn out to be a rather difficult task. Researchers as(Bolam et. al 1995, Muijs and Lindsy 2005; Fraser; Kennedy; Reid; Mckinney2007;Lee,1997) argue that the literature on INSET is led by a lack of agreed on concepts or terms,"It is not a clear cut concept" (Bolam et al. 1995, p.27), “It has always been left ill defined"15
(Muijs and Lindsy, 2005, p.1), and" it is typified by conceptual vagueness" (Fraser et al.2007, p. 155)The difficulty of finding an agreed upon clear cut definition of INSET may be due to theunlimited number of terms used to describe this concept. Neil (1986, p. 58) made a list ofthese terms which are associated with INSET including terms as Inservice Education,Curriculum Innovation, Organizational Renewal, Staff Development, and ContinuingTeacher Education.Despite the problem of INSET conceptualization, it may seem quite clear that there are twomain trends dominating these concepts, a traditional trend and a more innovative one as willbe discussed below.2.1.1 Traditional TrendThe traditional trend of INSET was prevalent since 1960 to 1990. It confines INSET toattending one-shot formal training sessions. These sessions aim to fix identified gaps orshortages in teachers‟ skills and expertise.Several researchers show that even teachers themselves are captured with such traditionaltrend. They always equate INSET with short training workshops (Bolam et al., 1995; Hustleret al., 2003; and Boyle et al., 2003). Accordingly, traditional INSET was perceived in theform of training sessions carried out for a few days of the school year. Teachers were chosenpreviously and pulled off from their classrooms into training centers after a long and hardschool day, to be lectured on areas mainly out of their concerns and away from their harshrealities. When these training sessions are over, teachers were sent back to their unchangedrealities without any chance for getting support in applying whatever skills or knowledgemay be acquired (Guskey, 2002, p. 20-22).Therefore, it seems that many educators called for a complete rejection of the traditionaltrend of INSET. In the last two decades, researchers have cautioned against working under16
Page 1 and 2: The Islamic University- GazaDeanery
Page 4 and 5: ACKNOWLEDGMENTIn the Name of Allah,
Page 6 and 7: Evaluating the Inservice Training P
Page 8 and 9: 2.2.3 Systematic and Intentional Pr
Page 10 and 11: 5.8 Final Conclusions 1765.9 Recomm
Page 12 and 13: List of Figures Used in the StudyNo
Page 14 and 15: Chapter IStudy Statement and Backgr
Page 16 and 17: The Quranic celebration of knowledg
Page 18 and 19: that, “Continuous high quality pr
Page 20 and 21: study attempts to explore the reali
Page 22 and 23: 2. It presents a set of comprehensi
Page 24 and 25: EvaluationEvaluation can be defined
Page 26 and 27: Chapter IIReview of Related Literat
Page 30 and 31: the umbrella of this trend (Abed Ha
Page 32 and 33: 2009; Fraser et al., 2007, Remeirs
Page 34 and 35: 3. The rapid technological, economi
Page 36 and 37: 1. Informing teachers about changes
Page 38 and 39: 2. Changes in students‟ learning
Page 40 and 41: (good) condition of a people as lon
Page 42 and 43: In brief, the success of INSET prog
Page 44 and 45: 1. Training with the traditional no
Page 46 and 47: 2.6.2 Innovative modelsThe innovati
Page 48 and 49: 2. Some participants in the group m
Page 50 and 51: According to Lakshami (2009, p.14)
Page 52 and 53: These six major components of the I
Page 54 and 55: To conclude, overcoming all previou
Page 56 and 57: 2. Participant learning, which meas
Page 58 and 59: Table (2.1)Guskey’s Evaluative Mo
Page 60: 2.8 Contemporary Principles of High
Page 63 and 64: • Planning INSET content in the l
Page 65: 1. Survey questionnaires.2. Open-en
Page 68 and 69: Section IIAn Overview of Related Pr
Page 70 and 71: In addition, the studies purposes,
Page 72 and 73: constraints, and lack of practical
Page 74 and 75: importantly conducting more detaile
Page 76 and 77: 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
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than the other districts. This resu
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give us more stimulation and it wil
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5.6.2 DifferencesIn contrast to the
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training facilities. The Suggested
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particular issues as proved within
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6. Trainers’ selectionRashed (200
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• Recent: using recent tools as p
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Figure (5.1): the Suggested Evaluat
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The Future Suggested INSETProgramme
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9. Lack of focus on the linguistic
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3. Establishing planning and evalua
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Recommendations for Educationalists
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ReferencesThe Holy Qur‟an.Abdal-H
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Boyle, B., Lamprianou, I., & Trudy,
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Darling-Hammond, L.,Wei,R., Andree,
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Guskey. ( 1997) Research Needs to L
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Ji -Kim, S. (2008). An Examination
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Marek, E. A., & Methven, S. B. (199
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Porter, A., Garet,M., Desimore L, B
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Strucchelli, A. (2009). Inquiry in
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Appendices199
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Appendix (2) Studies ListNO The Stu
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NO ThecountryAppendix (4) Countries
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Appendix (5) The Final List of the
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Appendix (6) the First Draft of the
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Appendix(7) The second Draft of the
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Training Programme Evaluation Tools
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Appendix (8) The Third Draft of the
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Peer ObservationIn its simplest mea
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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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