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

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2.2.3 Systematic and Intentional Process 202.3 Importance of INSET 202.4 Goals of INSET 222.5 Impact of INSET 242.5.1 INSET Impact on Teachers 242.5.2 INSET Impact on Students 272.6 Models of INSET 292.6.1 Traditional Models 322.6.2 Innovative Models33• Collaborative Models• Self-Directed Models2.7 Phases of INSET 382.7.1 Planning Phase 382.7.2 Implementation Phase 392.7.3 Evaluation Phase 402.8 Contemporary Principles of High quality INSET 47Summary 54Section IIAn Overview of Related Previous StudiesIntroduction 561. Evaluative Studies Related to Teachers' Reactions 572. Evaluative Studies Related to Teachers' Change Process 683. Evaluative Studies Related to Students‟ Learning Outcomes 74Commentary on Previous Studies 79Summary 82Chapter IIIThe MethodologyIntroduction 853.1 Research Design 853.2 The study Population 853.3The Study Tools 873.3.1 Document Analysis 873.3.2The Questionnaire 923.3.3 The Focused Group Interview 1023.6 The Study Statistical Methods 1043.7 Procedures of the Study 1043.8 Difficulties in Data Collection 105Summary 106VII
Chapter VIThe Study FindingsIntroduction 1084.1 The Answer of the First Question 1084.2 The Answer of the Second Question 1164.3 The Answer of the Third Question 1164.3.1 Domain (1) Training Programme Goals 1174.3.2 Domain (2) Training programme Content 1194.3.3 Domain (3) Training Techniques and Methods 1214.3.4 Domain (4) Training Programme Evaluation Tools 1234.3.5 Domain (5) Training Programme Time and Resources 1254.3.6 Domain (6) Programme Trainers 1274.3.7 Analysis of the Two Open-Ended Questions129A. First Open-Ended QuestionB. Second Open- Ended Question4.4 The answer of the Fourth Question 1324.5The Answer of the Fifth Question 1364.5.1 Question (1) Training Programme Goals 1364.5.2 Question (2) Training programme Content 1384.5.3 Question (3) Training Techniques and Methods 1394.5.4 Question (4) Training Programme Evaluation Tools 1404.5.5 Question (5) Training Programme Time and Resources 1414.5.6 Question (6) Programme Trainees 1414.5.7 Question (7) Suggested Changes 1424.6 The Answer of the Sixth Question 143Summary 144Chapter VDiscussion, Conclusions, and RecommendationsIntroduction 1465.1Discussion of the First Question Results 1465.2 Discussion of the Second Question Results 1485.3Discussion of the Third Question Results 1485.4 Discussion of the Fourth Question Results 1585.5 Discussion of The Fifth Question Results 1595.6 Comparative Analysis of Trainers and Trainees‟ Responses 1625.6.1 Similarities 1625.6.2 Differences 1635.7 Discussion of The Sixth Question Results 163VIII
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 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 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
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2.8 Contemporary Principles of High
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• Planning INSET content in the l
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1. Survey questionnaires.2. Open-en
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Section IIAn Overview of Related Pr
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In addition, the studies purposes,
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constraints, and lack of practical
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importantly conducting more detaile
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showed positive participants satisf
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A further relevant study was perfor
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school principals and teachers is n
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teachers' attitudes, beliefs and pr
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lack of openness to change, lack of
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Following the same track of evaluat
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levels of achievements. Thus, a rec
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Under the same umbrella, Podhajski
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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
Page 260 and 261:
Appendix (21) Suggested Useful Webs
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بسن اهلل الرحوي الر
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