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An-Najah University Journal for Research - B (Humanities)

DOI

10.35552/0247.39.4.2331

Abstract

Objective: This study aimed at evaluating the impact of training Palestinian teachers who teach in the early basic stage (Grades from 1 to 4) through Teacher Education Improvement - After Funding (TEIP-AF) project. Methodology: he studies followed a descriptive and experimental methodology. It utilized the Stalling Observation system to study various types of classroom interactions and the Palestinian Teacher Professional Development Index (PTPDI) to assess the competences teachers gained after training on the TEIP-AF project. The study population consisted of all teachers who were qualified in accordance with the teacher education strategy in Palestine and. The study sample was randomly selected from the study population and consisted of 31 male and female teachers who were participated in (TEIP-AF) in the academic year (2018/2019), and 31 teachers who were not involved in (TEIP-AF) training. Result: The results showed that teachers’ teaching practices were not affected by (TEIP-AF) training activities except for one practice which was using the assessment outcomes to inform instructional planning. Recommendations: 1) Acknowledging that each teacher possesses a distinct teaching philosophy influencing their instructional methods, it is imperative that upcoming in-service training initiatives incorporate elements aimed at evolving teaching philosophies and styles within their training exercises. 2) It is important to perform follow-up evaluation studies to learn more about the viability of in-service teacher preparation programs’ impacts. Future initiatives for in-service teacher training should be better informed by evaluation results. 3) Linking the evaluation results with an advanced program of teacher incentives in order to reinforce teachers delivering their teaching in accordance with the requirements of the in-service teacher training programs.

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