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

In contrast of the previous model, an alternative model was suggested by (Gusky, 2002: 386)as shown in Figure (2.2) below:Figure 2.2: The Alternative Model of Teacher Change. Proposed by Guskey (2002, p.386)As it is shown in Figure (2.2) above, this model presents a different sequence of the threeareas of changes with change in teacher's attitudes and beliefs delayed at the end of process.Changes in teacher's beliefs and attitudes can occur only if teachers are convinced of thechanges‟ positive impacts on students learning outcomes. In other words, according to thesequence proposed in the previous model, the INSET programme changes teachers practices,but it will not lead to deeper changes in teachers beliefs and attitudes unless teachers have aclear evidence of changes ability in translating into improved students gains. According toGuskey (2002, p. 385) “Teachers believe it works because they have seen it wok “. In thisway, the INSET programme alone cannot lead to positive changes, rather, the successfulimplementation and the improved students gains can.Several implications can be induced in light of Guskey‟s model as:1. Teacher change as a result of INSET programmes is a difficult, gradual and painfulprocess which needs extra time and support.2. Changes cannot be imposed on teachers unless teachers themselves assume responsibilityfor their own growth and development. This premise may gain validity with what is citedin our Holy Quran, when Almighty Allah states that: ".Verily! Allah will not change the26