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|Title||Evaluating the Inservice Training Programme Provided for UNRWA English Teachers in Gaza Governorates in Regards to Contemporary Trends|
This study aimed at evaluating the current inservice training programme provided for UNRWA English teachers in the light of contemporary trends. It focused on identifying the strengths and weaknesses in the current programme through trainees and trainers’ perceptions, reactions and points of views. Furthermore, it aimed at suggesting a practical framework for a future inservice training programme for English language teachers. To fulfill the aims of the study, the researcher followed the descriptive analytical approach. Three tools were used to collect the needed data involving: A document analysis of 43 lists distributed into four categories to formulate a set of 15 contemporary principles which are used to evaluate high quality INSET programmes. A six-domain questionnaire to find out trainees' views and reactions towards the current inservice training programme A focused group interview to gather data on trainers' levels of satisfaction of the in- service training programme. Several procedures and statistical tests were used to ensure tools validity and reliability. The study whole community consisted of 20 female and 26 male teachers who were enrolled in the INSET programme within the last two years 2008, and 2009 along with 8 English supervisors. Based on the analysis of data, the following were the most important findings: A list of 15 contemporary principles was formulated; this list included comprehensive, recent and practical guidelines for those who are concerned with evaluating and designing inservice training programmes. Through trainees and trainers’ reactions to the current INSET programme, it was found that: The whole programme was perceived with an overall moderate satisfaction of about 61.54%. Programmes’ resources and timing proved to be the most frequent cited shortcomings from both trainers and trainees’ point of views. Programmes’ main strengths involve trainers, coherence and specific skills improvement. There were no statistically differences in trainees’ responses due to gender or years of teaching experience variables. There were statistically significant differences due to the educational district in favor of trainees in Gaza district Based on the results provided by the current study, the researcher proposed a suggested framework for a future INSET programme. This framework was inspired by the study findings, the 15 contemporary principles, the theoretical framework and previous studies’ recommendations. Other recommendations for main stakeholders as EDC policy makers, English teachers and supervisors were provided. Furthermore, recommendations for further studies were included too.
|Publisher||the islamic university|
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