An evaluation of the teaching practice curriculum in light of the standards-based evaluation model

This study was conducted to identify standards related to the objectives, content, learning-teaching process, evaluation, practice teacher and university practice teacher dimensions of the teaching practice curriculum and their actualization level in light of the standards-based evaluation model. The study follows the singular descriptive model and its population comprises practicing teacher candidates and university practice teachers from education faculties located in the Eastern and Southeastern Turkish provinces of Elazığ, Erzincan, Erzurum, Diyarbakır, Malatya and Ağrı, and practice teachers working at Directorates of National Education in these provinces. The “simple random sampling method” was used in the study and 1,392 of the 2,075 individuals in the population were included in the sample. A 95-item scale was designed by the researchers to be used as the data collection tool. After completing the several stages of the scale development process, a pilot study was conducted on 312 candidate teachers using the draft scale consisting of 134 draft standards. The pilot study showed that the reliability coefficients of the study were Cronbach Alpha=.979, Bartlett= 59501.482 (p=0.000 and df= 17955) and Kaiser-Meyer-Olkin (KMO)=.850 and the load factor values of the scale was over .45. In addition, the test retest, parallel test and split half test reliability analyses of the scale were also made. The data were analyzed by using frequency and percentage, arithmetic mean, and standard deviation techniques. As a result of the study, a total of 95 standards were identified, 16 of which were in the objectives dimension, 15 in the content dimension, 14 in the learning-teaching process dimension, 14 in the evaluation dimension, 18 in the practice dimension, and 18 in the practice teacher dimension. It was also found that the standards in the objectives, content, evaluation and university practice teacher dimensions were actualized “Partially”, while those in the learning-teaching process and practice teacher dimensions were actualized “Fairly”.

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Teaching practice curriculum ,

standards-based evaluation model ,

program evaluation ,