The main focus of the current article is to introduce and apply an evaluation model to an rNSET program for non-native speaking English teachers. The rationale behind why an rNSET program evaluation should make use of a synthesized approach to look at diverse variables from a balanced perspective is provided. While using the model as a guideline, this article explores the way quality drivers in an intensive teacher education program are interconnected to affect program quality. What/why/how the case study foreign teacher educator does needs to be examined through teacher trainees' perceptions and reactions, who better know context variables in their own classrooms. It turned out that the trainer's teaching quality was affected a lso by the socio-cultural variables within and beyond his classroom area. [n addition, it was revealed that discrepancies between stakeholders' beliefs and practices could lower the program quality as well. The article illustrates the process of how quality drivers and context variables affect each other to determine program quality and warrants more attention from ELT evaluators.

I. INTRODUCTION
II. LITERATURE REVIEW
    1. Recasting the Concept of Teacher Education & Synthesized Approach
    2. INSET Program Evaluation
    3. Evaluative Model: Interconnectivity of Quality Drivers
III. RESEARCH METHOD
    1. Research Setting
    2. Research Subjects and Profiles
    3. Data Collection
    4. Data Analysis
IV. RESEARCH FINDINGS AND IMPLICATION
    1. Procedural Patterns: Purpose and Reception
    2. Socia-cultural Dimension of Class
    3. Contextual Variables beyond the Classroom
v. CONCLUSION
REFERENCES

• Kyungsook Yeum(Sookmyung Women's University)