EVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS

The purpose of this study is to evaluate teaching practice course in terms of mentor teachers. The present study was conducted in accordance with sequential exploratory mixed method design. Stufflebeam’s Context, Input, Process and Product Evaluation Model (CIPP) was used as curriculum evaluation mo...

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Autores principales:	Mecit ASLAN, Mustafa SAĞLAM
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	teaching practice teacher education curriculum evaluation mentor teacher cipp Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/6680a2ce066d4c398d2de50b559462a5
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spelling	oai:doaj.org-article:6680a2ce066d4c398d2de50b559462a52021-11-24T09:20:43ZEVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS2148-416310.9761/JASSS7219https://doaj.org/article/6680a2ce066d4c398d2de50b559462a52019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=2119494622_3-Yrd.%20Do%C3%A7.%20Dr.%20Mecit%20Aslan.pdf&key=28444https://doaj.org/toc/2148-4163The purpose of this study is to evaluate teaching practice course in terms of mentor teachers. The present study was conducted in accordance with sequential exploratory mixed method design. Stufflebeam’s Context, Input, Process and Product Evaluation Model (CIPP) was used as curriculum evaluation model. Firstly, the quantitative data of the study was collected from 314 mentor teachers in four cities (İzmir, Diyarbakır, Konya, and Van) in Turkey. Secondly, qualitative data was obtained by semi-structured interviewing with 18 mentor teachers training in Van. A survey and a semi-structured interview form were used as data collection tools. SPSS and nVivo packet programs were performed in the analysis of obtained data. Descriptive statistics were used to analiyze the quantitative data and descriptive technique was used to analyze qualitative data. Miles & Huberman (1994) reliability formule was used in the analysis of qualitative data, and the correspondence between the coders was determined as 89.9%. As a result of the study, it was revealed that teaching practice course is generally useful even though there are some halting points in context, input and process of the course. Depending on the results, it is suggested that the duration of teachin practice should be increase, more measurement and assessment studies should be done, and as well as ongoing studies, school-family cooperation activities, administrative studies and social-cultural activities should be done in the process of teaching practice. In addition, it is necessary to reduce the number of student teachers in the responsibility of teachers and instructors.Mecit ASLANMustafa SAĞLAMFırat Universityarticleteaching practiceteacher educationcurriculum evaluationmentor teachercippSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 10, Iss 62, Pp 33-50 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	teaching practice teacher education curriculum evaluation mentor teacher cipp Social Sciences H Social sciences (General) H1-99
spellingShingle	teaching practice teacher education curriculum evaluation mentor teacher cipp Social Sciences H Social sciences (General) H1-99 Mecit ASLAN Mustafa SAĞLAM EVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS
description	The purpose of this study is to evaluate teaching practice course in terms of mentor teachers. The present study was conducted in accordance with sequential exploratory mixed method design. Stufflebeam’s Context, Input, Process and Product Evaluation Model (CIPP) was used as curriculum evaluation model. Firstly, the quantitative data of the study was collected from 314 mentor teachers in four cities (İzmir, Diyarbakır, Konya, and Van) in Turkey. Secondly, qualitative data was obtained by semi-structured interviewing with 18 mentor teachers training in Van. A survey and a semi-structured interview form were used as data collection tools. SPSS and nVivo packet programs were performed in the analysis of obtained data. Descriptive statistics were used to analiyze the quantitative data and descriptive technique was used to analyze qualitative data. Miles & Huberman (1994) reliability formule was used in the analysis of qualitative data, and the correspondence between the coders was determined as 89.9%. As a result of the study, it was revealed that teaching practice course is generally useful even though there are some halting points in context, input and process of the course. Depending on the results, it is suggested that the duration of teachin practice should be increase, more measurement and assessment studies should be done, and as well as ongoing studies, school-family cooperation activities, administrative studies and social-cultural activities should be done in the process of teaching practice. In addition, it is necessary to reduce the number of student teachers in the responsibility of teachers and instructors.
format	article
author	Mecit ASLAN Mustafa SAĞLAM
author_facet	Mecit ASLAN Mustafa SAĞLAM
author_sort	Mecit ASLAN
title	EVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS
title_short	EVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS
title_full	EVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS
title_fullStr	EVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS
title_full_unstemmed	EVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS
title_sort	evaluation of teaching practice course according to opinions of mentor teachers
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/6680a2ce066d4c398d2de50b559462a5
work_keys_str_mv	AT mecitaslan evaluationofteachingpracticecourseaccordingtoopinionsofmentorteachers AT mustafasaglam evaluationofteachingpracticecourseaccordingtoopinionsofmentorteachers
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EVALUATION OF TEACHING PRACTICE COURSE ACCORDING TO OPINIONS OF MENTOR TEACHERS

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