Effects of direct instruction based preservice teacher assessment program on special education teachers' student teacher assessment and feedbacks skills

The purpose of the study is to examine the effectiveness of Direct Instruction Based Preservice Teacher Assessment Program, special education teachers? skills to assessment the preservice teachers, and feedback providing skills. They study was designed in accordance to qualitative inquiry. The subjects of the study who had bachelor or master degree in special education were serving in Aydınlıkevler and Mitat Enç Görme Engelliler Okulu as classroom teachers.In order to collect data, preservice teachers teaching skills checklist, teacher feedback forms, and interview questionnaire were developed. Modules to evaluation program which involved an evaluate structure for preservice teachers were also improved.In the data analysis, the data from preservice teachers? teaching skills checklist were examined, and also correct use of the forms by the teachers before and after the application of the program was observed. The checklist which were filled out by classroom teachers were compared to interview data. The feedbacks given by the teachers were coded into two categories as corrects and wrongs. The interviews, observation, and feedbacks were examined by using content analysis technique.The study concluded that,1. Before the application of the program, percentage of correct feedbacks was considerably low, but after observing teaching skills and maintenance phase almost all of the checklists were filled with correct answers. When the checklists were examined, regarding to the topic which was taught, it was recognized that teachers took detailed notes about the teaching.2. Close examination of the data which were gathered before and after the use of the program and in maintenance phase, all teachers gave limited and wrong feedbacks before the application of the program. After use of the program, more detailed and correct feedbacks were provided by the teachers along with demonstrating instructional skill applications.3. After the application of the program, the teachers switched the better position in the classroom to be able to observe better the preservice teacher, reduced their depend to the checklists, and feedback forms, and that way student with visual impairment became capable of realizing course goals, and preservice teachers accepted the teachers as their advisor.4. The interviews provided evidence that teachers were able to understand the components of the program efficiently, the feedbacks given by them were changed dramatically, error corrections by the teachers became more detailed and effective. All of the teachers stated that the program helped preservice teachers to gain appropriate teaching skills by using impressive examples. Also, their statements included information about how the program affected their own lessons positively, and how preservice teachers behaved professionally even if they were not observed in the classroom.In the study, control checklists, written/verbal feedbacks, observations, and interviews were used to collect data. The data provided evidence that Direct Instruction Based Preservice Teacher Assessment Program showed effectiveness in assessing preservice teachers? skills and providing feedback.