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1. Training with the traditional notion of INSET including courses, seminars orworkshops.2. Innovative self- directed developmental models including activities as reflection andpeer observation, and journals writing.Grouping INSET models in terms of their adopted traditional or innovative trends seemsmore common and is in accordance with what stated previously in INSET trends. Hence, inwhat follows, two main sets of INSET are chosen by the researcher as illustrated by Figure(2.6) below.Figure (2.5): The Chosen Models of INSETAs shown in Figure (2.6) above, two categories of INSET models are chosen; includingtraditional models and innovative models. The innovative models are divided into two types;collaborative and self-directed models, furthermore, collaborative models are subdividedinto small-scale and larger-scale. The figure also presents the three examples cited for eachcategory involving study groups, school-university partnership and teaching journals. Thesemodels and examples are detailed below along with each model merits and demerits.31
2.6.1 Traditional ModelsThey are the most common and dominant models of INSET. They typically involve apresenter, or team of presenters sharing their expertise through a variety of group-basedactivities. (Hayes, 2000). Training formats include large group presentation, discussions,workshops, seminars, simulations, lectures and microteaching. In Joyce and Showers (1995,cited in OBrein 2004, p. 25), effective training goes into the following steps:1. Explanation of a theory including discussions, reading or lectures to assist trainees tounderstand the ideas being presented;2. Demonstration or modeling of skills in the form of videotape or live setting that canbe integrated with explanations of theory;3. Simulated practice of the required skill under simulated conditions;4. Feedback about performance on the required skills from peers or experts;5. Coaching in the workplace following initial training involving a supportivecommunity of teachers to provide support and collegiality.Traditional Training MeritsTraditional models are favored since they are: (Al-Khateeb & Al-Khateeb, 1986, p. 126)1. Effective means of transferring new ideas and achieving short term immediate goals2. Suitable for training large numbers of trainees with less effort and cost3. Useful for preparation to take on new teaching assignments or new responsibilitiesTraditional Training CaveatsLimitations of traditional training can be summarized in the following:1. The off-site delivery of most training makes it disconnected from classroom contextand realities.2. Limited opportunities for teacher participation, involvement, or individualization.3. Lack of follow up and support (Guskey, 2002, p.23, Kennedy, 2005, p.237).32
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 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 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
Page 80 and 81: school principals and teachers is n
Page 82 and 83: teachers' attitudes, beliefs and pr
Page 84 and 85: lack of openness to change, lack of
Page 86 and 87: Following the same track of evaluat
Page 88 and 89: levels of achievements. Thus, a rec
Page 90 and 91: Under the same umbrella, Podhajski
Page 92 and 93: 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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