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the umbrella of this trend (Abed Hagg 1996; Darling Hammond & Mclaughlin 1995;Leiberman 1995; Craft 2000; Guskey 2002; Spark & Hirsh 1997; Clark 1992; Iemjinda 2007;Alwan 2000; Sarsar 2008, Spark 2003; Cohen & Hill 2000; Yoon et al., 2007). This rejectioncan be explained in the light of traditional INSET inadequacies. These insufficiencies gofrom being "one-size fits all.” to “being grounded in a disease mode.” Clark (1992, p.79citedin Sarsar, 2008, p.5)In other words, traditional trend of INSET limitations can be summarized as follows(Sparks and Hirsh 1997; Guskey, 2000- 2002; Craft, 2000; Iemjinda, 2007; Sandholtz, 2008;Sarsar, 2008)1. The deficit model adopted in this trend with the assumption that “teachers havedeficits in knowledge and skills that can be fixed by training." Clark (1992, p.72citedin Sarsar, 2008, p.5).2. Top-down delivered topics which involve general theoretical instructional conceptsand fragmented ideas, disconnected from teachers‟ day to day classroom practices.3. Passive roles assigned to the participating teachers. It is a process done to teachersnot with them" (Sarsar, 2008,p.4) where teachers sit as expressed by (Sandholtz,2008, p. 815) “silent as stones. Such decontextualization sends teachers to offsitecourses to "sit and get" (Spark and Hirsh, 1997, p.4).4. Limited impact where no opportunities for follow up and support are provided.In brief, the traditional trend of INSET has always been criticized as it is "intellectuallysuperficial, disconnected from deep issues of curriculum and learning, fragmented andnoncumulative " (Cohen& Hill, 1998, p.3-4) or as in Abed El-Hagg (1996, p.15) who illustratesthat traditional inservice training is often criticized for being “fragmented, unproductive,inefficient, unrelated to practice and lacking intensity and follow up".17
The previous shortcomings gave rise to an opposing innovative trend of INSET as illustratedbelow.2.1.2 Innovative TrendThe innovative trend reconceptualizes INSET with more innovative terms as professionaldevelopment (PD) or more recently as Continuous Professional Development (CPD). Severalfactors were behind such reconceptualisation as clarified by Craft (2000):Due to rapid changes, demands for high standards; and calls forimproving quality, teachers have a need for continuous updating oftheir knowledge and skills, through professional development orwhat was formerly known as inservice training or inserviceeducation. (p.12)This reconceptualization has been confirmed through several researchers (Bayrakci 2001;Conco 2005; Day 1999; Bolam et al., 1995; Gasky 2000, 2002; Muijs & Lindsy 2005,Remeirs 2003; Darling, Hummomd & Maclaughlin 1996; Craft, 2000). These researchersconfirm that INSET is no longer perceived as one shot-size fits all workshops, rather, it is abroad, continuous and a systematic process which aims at improving teaching as a professionand teachers as professionals.2.2 Qualities of INSETINSET in the innovative trend is characterized with three determining qualities involvingbroadness, continuity and being a systematic intentional process. These qualities will befurther discussed below.2.2.1 BroadnessBroadness is one of the three key qualities of INSET innovative definitions. It assumes thatINSET is not limited to forms of one-shot workshops. It rather includes a wide range ofactivities including formal, informal, individual, and organizational models. This quality hasbeen proved through several definitions introduced through several researchers (Bayrakci18
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 28 and 29: Chapter IILiterature ReviewIntroduc
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
Page 78 and 79: 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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