Evaluation of elementary teaching program in terms of affective features through Hammond's Evaluation Model

This study aims to evaluate the elementary teaching program in the context of attitude, value and academic motivation towards the teaching profession in terms of improving affective features through Hammond's evaluation model. The study employed convergent parallel design from mixed-method designs. The quantitative dimension of the study was carried out with 121 teacher candidates, while the qualitative dimension of the study was carried out with a total of 39 participants, 23 teacher candidates, 11 faculty members and five executive faculty members in a state university. The data were collected through "Teaching Profession Attitude Scale", "Portrait Values Questionnaire", "Academic Motivation Scale", semi-structured interview forms, document analysis, observation forms and field notes. As a result of the study, it is concluded that the number of elective courses is inadequate, crowded and large classes are not suitable for effective education, physical facilities in the classrooms are not sufficient for the affective development of teacher candidates, the cognitive readiness of the teacher candidates is low; although teacher candidates' attitude and motivation levels towards the profession are high, their attitude and motivation in the classrooms is low; there is a limited number of objectives for affective domain in the curriculum.