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

lack of openness to change, lack of supportive school culture, low motivation, and othercontextual factors including large classes, and difficult working conditions. The researcherrecommended teachers involvement in planning and carrying out inservice trainingprogrammes, using more innovative models of INSET as clinical supervision, mentoring, andfinally the provision of sufficient worthwhile incentives.In contrast, Lamie (2002) reported positive and evident changes within her study whichaimed at evaluating a training programme carried out by the Japanese Ministry of Educationin cooperation with Birmingham University. The programme aimed at helping Japanese EFLteachers to embrace the communicative language teaching premises. The study focused ondetermining the impact of the programme on four Japanese English language teachers inthree main areas, their practices, their espoused methodology and their beliefs. Data werecollected through three main tools involving three questionnaires, observation checklist andinterviews. Study findings confirmed positive recorded changes at all levels. The fourparticipants turned out to be “increasingly communicative” despite changes in practices wereprior to changes in attitudes. Lamie recommended involving teachers in the process ofplanning if long term changes to be attained.Lamie (2006), in a further more recent attempt, evaluated the impact of one month trainingprogramme on 13 EFL Chinese University teachers. This programme was carried out in aresponse to a curriculum reform which implied teaching 20% of the university courses inEnglish; thus, the programme aimed at refreshing and updating lecturers English languageskills. Lamie analyzed participants‟ responses to a set of predetermined activities. Thisanalysis showed that the programme was a successful initiative and a positive experiencewhich changed a lot of teachers' practices and attitudes. At the same time, Lamie argued thatchange is a complex task of which teachers cannot hold the complete responsibility.- 71 -