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

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According to Lakshami (2009, p.14) many different topics from classroom experience can beexplored through teaching journals as:1. Personal reactions to things that happen in the classroom2. Questions or observations about barriers that occur in teaching3. Descriptions of significant aspects of lessons or events4. Ideas for future analysis or reminders of things to take actionWhen starting these journals, teachers are recommended to make entries on a regular basisand review the basis systematically .Furthermore, teachers are recommended to share theirjournals with other colleagues and to discuss them together. Teaching journals are thus ameans of recording teachers‟ personal thoughts, daily experience, and evolving insights. Theyprovide teachers with chances for reflective practice which is a key component of teachers‟INSET. (Alwan's 2000; Lakshami, 2009)To conclude, it seems clear that there are various models of INSET presented in theeducational literature, with a variety of terms and categorization. According to Guskey (2000,p.22), these various models, provide educators with a variety of options and opportunities toenhance their INSET. Although many of these models are not new, they have become morewidely accepted as valid and effective models of INSET. As a result, no single model can besaid to be the most effective for all communities in all conditions, what may be appropriate ina certain context, may be unsuitable in another (Guskey 2000; Kennedy 2005; Remeirs,2003). Therefore, it is suggested through literature to use INSET programmes that make useof a triangulation of several models together, as confirmed by Guskey (2000,p.29),“Combining models in thoughtful ways can provide highly effective means to professionalgrowth and improvement".37
2.7 Phases of INSETSuccessful INSET programmes undergo three essential phases; planning, implementation andthe evaluation phase. In what follows, the first and the second phases will be outlined briefly,and the third phase will fully be explained since evaluating INSET programmes constitutesthe major concern of the current study.2.7.1 The Planning Phase:Planning INSET programmes can be defined as "an organized conscious process consistingof a set of procedures and specific steps to achieve a final goal or purpose" ( Shouq andMahmoud, 2001, p.210; El khateeb, 1987, p. 66)Several factors should be taken into consideration to guarantee a successful INSET planning(Rashed, 2002, p.188; Al- Ahmed 2005, p. 203) such as:1. Practicality2. Variety3. Accurate and continuous investigations of trainees' real levels4. RecentnessPlanning phase is a comprehensive one which considers the relationship between severalcomponents involved. It entails taking decisions on six major components of the INSETprogramme including: (Craft, 2000, p.50; El-khateeb and El-Aila 1998, p.121).1. Programme goals2. Training content3. Training methods and techniques4. Trainees and Trainers5. Evaluative tools6. Timing and resources38
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 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 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.
Page 94 and 95: utilizing collaboration, taking adv
Page 96 and 97: IntroductionChapter IIIMethodology3
Page 98 and 99: 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
Page 212 and 213:
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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