Among the courses related to knowledge of teaching profession which are in the curriculum of the faculties of education evaluation of the instructional principles and methods course

The subject of this Study is to evaluate and assess the course of ?Instructional Principles and Methods? on the courses of knowledge of teaching profession contained in the Programs of Teacher Training. In this research, it is aimed that the content, educational state of the course of ?Instructional Principles and Methods? and the current situation for the evaluation dimensions are to be described. This study is a descriptive type qualitative research. Qualitative Research Method has been used in this study. The Course has been evaluated and assessed on the basis of the size of process as included in Stufflebeam?s Context, Input, Process and Production (CIPP) model. In the academic year of 2010-2011, 713 sophomore year students of teacher candidates studying at Gazi and Hacettepe Faculty of Education and at Ankara Faculty of Educational Sciences and 30 teachers have constituted a sample of this research. Viewpoints and opinions of the students have been obtained through a questionnaire form containing open-ended questions; and opinions of teachers however have been reached by way of a semi-structured interview form. The Content Analysis Method has been used in this Research.The vast majority of students have stated in the research that they were contented and satisfied with the course of ?Instructional Principles and Methods?. The Students have stated that content of this course was a significant and necessary context which ensured them to be a qualified teacher and provided them knowledge and information in detail on how they would teach much more effectively the field information in future in their professional life, and consequently which prepared them for an excellent vocational training. However, a few students stated that content of the course was so wide and stated that this much expanded coverage could not be completed within the periods allocated for this course.For the ?educational state? dimension of the course, the students, in general, have stated, in the process, positive and affirmative impacts of adoption of the concepts of Student-Centered education, application oriented operation of the process with group studies and taking advantage of various teaching methods and techniques at the process. However, the students who have found and considered that the ?educational state? dimension of the course was ?boring/tiresome? are also constituting a significant majority. The students? suggestions and proposals have been focused on the following issues: consolidation of theoretical knowledge with practice in the educational process, utilization of micro-teaching method; giving the opportunity to review such situations that have been encountered or likely to be encountered in real classroom environments, making the classroom environment and student number appropriate and enrichment of the process with diversity of sources. Students think that the problem at ?evaluation? dimension of the course has been arising from the fact that, in this course, behaviors desired to have been attached to the students and the measurement instruments were incompatible and inconsistent and from the quality problem available in exam questions. The students proposed that usually throughout the period at examinations, instructors should take advantage of alternative measurement techniques, students? degree of learning is to be measured at the end of course and/or unit and that feedbacks and corrections should be returned immediately.It has been seen in the present research that teachers pointed out that often the ?content? dimension of the course contained all information required for effective and permanent training-education processes. Teachers mostly have suggested that information contained in the content is to be applicable, the content is to be updated, and that new teaching strategies, methods and techniques are to be added. Teachers? critics onto the ?educational state? dimension of the course however are mostly negative. They have stated the fact that topics contained in the course were not determined in the basic outlines and the course was not covered by putting emphasis on the practice which could have lead to learning by heart, therefore they have been forgetting easily what they learned and they have been unable to benefit from the course in their professional life. Teachers think that taking advantage of the classical type written examination or multiple-choice test technique is improper and unsuitable in respect to measuring and assessment of their deficiencies and shortcomings. Teachers suggested that they should have been evaluated and assessed according to the performance rendered by them at the events of practice carried out throughout the process.In the research, both students and teachers agree that the ?content? dimension of the course covers the topics which are necessary for their being a qualified teacher and capable of creating a qualified training-educational environments. Both groups are also agree on the issue that concept of Student-Centered education of the course should be adopted throughout the training and educational process, and that implementation/practical activities and events should be included in the group studies prepared and presented by students. However, both groups have found and concluded that the ?educational state? dimension of the course was ?boring/tiresome? and have put forth common viewpoints on the fact that the mentioned course has not brought professional experience, that the instructors have not benefited from various teaching methods and techniques and that some incorrect implementations at group studies have caused some troubles on the training provided. The Students and the teachers have shared the same views on the fact that safe examinations and also, trustworthy and qualified questions would enhance efficiency of this course. The both groups however have stated that they have experienced troubles due to lack of compatibility of behaviors desired that students must acquire with the instruments and tools used for measuring these behaviors.Based on the results obtained in the research at the beginning of the term, it has been proposed that the instructor should prepare and distribute to the students a detailed syllabus for the course of ?Instructional Principles and Methods?. The theoretical section of the course of ?Instructional Principles and Methods? should be presented in a comprehensible manner by the instructor upon making its preliminary preparation and in a logical order; and in practice; however it should be prepared and presented so as to allow teachers and students to participate actively, collaboratively and using different methods and techniques. If taking advantage of collaborative learning methods and techniques throughout the education and training process are to be realised, this process should be planned, implemented and evaluated under the supervision and guidance of the instructor. The validity of the scope of examinations should be noted and teachers should make use of written examinations containing open-ended questions that are challenging students to think, brings out their creativity in solving problems and of alternative assessment and evaluation techniques.