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

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