Evaluation of Teaching Practice Course According to The Opinions of Teaching Staff, Practice Teachers and Pre-Service Teachers

Abstract

The aim of this study is to evaluate the teaching practice course according to the views of the teaching staff, practice teachers and physical education teacher candidates who took the teaching practice course. As the program evaluation model, Stufflebeam's Context, Input, Process and Product Evaluation Model (CIPP) was used. Mixed research method, in which quantitative and qualitative research methods are used together, was used in the research. The quantitative data collection group of the research consists of physical education teacher candidates (n:63) who took the Teaching Practice course at Hatay Mustafa Kemal University Physical Education and Sports School in the 2021-2022 academic year. The qualitative data consisted of 7 instructors and 7 practice teachers who provided consultancy to the pre-service teachers participating in the study. The data collection tools of the research are the Teaching Practice Evaluation Questionnaire and Semi-Structured Interview Form developed by Aslan and Sağlam (2017). In the study, data were collected in two stages: In the first stage, quantitative data were collected and in the second stage, semi-structured interviews were conducted to explain the quantitative data in more detail. The SPSS package program was used in the analysis of the quantitative data obtained in the study, and the mean and standard deviation values for each item were included. In the analysis of qualitative data, descriptive analysis technique was used. As a result of the study, while there were some failing points in the context, input and process dimensions, the findings obtained in the product dimension indicated that the physical education teacher candidates considered the teaching practice to be effective at a sufficient level. When the data obtained from the interviews were examined, it was observed that all three stakeholders of the course made the same or similar statements on some issues, and while it was observed that their views were compatible with each other, the statements of the stakeholders were different from each other in some items. Depending on the results, suggestions can be made such as providing the necessary conditions in the practice schools, providing the necessary materials to the teacher candidates in order for the teaching practice to be efficient, and regularly giving the two-hour seminar courses given at the school by the practice instructors.

Evaluasi Program Intensif Bahasa Arab pada Kelas Akselerasi di Pondok Pesantren

“…Untuk itu peneliti akan menggunakan model CIPP sebagai standar acuan pada proses pembelajaran yang sedang berlangsung, CIPP sering dilakukan di berbagai elemen proses pembelajaran, bisa di kelas, di sekolah ataupun di institusi secara umum. Di Kelas, Peneliti dapat menggunakan model ini untuk mengukur keefektifan dalam model dalam proses pembelajaran (Bhakti, 2017) program integrasi (Agustina & Mukhtaruddin, 2019), penggunaan media (Tsayang et al, 2020), Selain itu CIPP dapat mengukur tingkat motivasi santri dalam belajar (Görkem Erdogan & Mede, 2021), mengukur proses persiapan kelas (Gögebakan Yildiz et al, 2023), mengukur opini di akhir pembelajaran (Ekiz, 2022), mengukur kualitas pembelajaran (Aziz et al, 2018) penanaman pendidikan karakter (Saihu & Taufik, 2019), Program Pendidikan Pemakai (Wijayanti et al, 2019), kebijakan Sekolah ramah anak (Jumari & Suwandi, 2020) kebijakan sekolah kejuruan (Ratnaya et al, 2022), dan evaluasi mutu di sekolah (Sukarno & Sumarwati, 2020). CIPP adalah salah satu kerangka evaluasi yang diciptakan oleh Sufflebeam, yang mana kerangka ini tidak hanya mengevaluasi hasil (product) saja tapi juga diawali dengan proses evaluasi terhadap context, input dan process.…”