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Section IIAn Overview of Related Previous StudiesIntroduction1. Evaluative Studies Related to Teachers' Reactions2. Evaluative Studies Related to Teachers' Change Process3. Evaluative Studies Related to Students' Learning OutcomesCommentary on the Previous Studies- 55 -
Previous StudiesIntroductionTeacher inservice training programmes are of various aims and purposes. Ministries ofeducation, policymakers, and stakeholders may resort to these programmes to changepositively teachers' beliefs or practices, train teachers into new curriculum innovations,refresh and upgrade their knowledge, and finally to meet their needs and expectations.Following these training programmes within a vast rich literature; it turns quite clear thatendless numbers of evaluative studies were attempted to judge these programmes quality andeffectiveness. Despite, the fact that these evaluative studies ranged widely in their aims,agendas, tools and results, they seem to adopt one of the following evaluative trends:1. Evaluating the INSET programme through teachers‟ reaction, views and their degreesof satisfaction.2. Evaluating the INSET programme in terms of its success in changing teachers‟practices, beliefs and attitudes.3. Evaluating the INSET programme in terms of improvements in students learningoutcomesIn accordance with these evaluative trends, the researcher cited47 evaluative studies distributedthematically into three categories as follow:1. The first category reviews 27 studies which evaluated the INSET programmes throughteachers‟ reactions and satisfaction.2. The second category reviews 13 studies which appealed to teacher changes whenevaluating the INSET programme.3. The third category reviews 7 evaluative studies with positive improvements in studentslearning outcomes.- 56 -
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The Islamic University- GazaDeanery
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ACKNOWLEDGMENTIn the Name of Allah,
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Evaluating the Inservice Training P
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2.2.3 Systematic and Intentional Pr
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5.8 Final Conclusions 1765.9 Recomm
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List of Figures Used in the StudyNo
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Chapter IStudy Statement and Backgr
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The Quranic celebration of knowledg
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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 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 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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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
Page 100 and 101: eferred to either as trends, standa
Page 102 and 103: 3. Researchers ListsThis category i
Page 104 and 105: 2. Most of the surveyed countries h
Page 106 and 107: 5. The third draft was distributed
Page 108 and 109: Table (3.5)The Final Construction o
Page 110 and 111: 14 0.63915 0.80715 0.52717 0.51518
Page 112 and 113: of this domain are significant at
Page 114 and 115: Table (3.13)Cronbach's Alpha Correl
Page 116 and 117: 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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