Evolution of the instructional principles and method's curriculum

The purpose of this research is to evaluate the instructional program of "Principles and Methods of Instruction Course". The research is a study performed according to mixed research approach in which qualitative and quantitative research methods are used. The qualitative aspect of the research is instructors and school managers while the quantitative dimension is composed of teachers' and teacher candidates' self-efficacy of "Principles and Methods of Instruction Course." The evaluation of course's instructional program was realized according to Demirel's Analytical Program Evaluation Model (DAPEM). The research was performed in the academic year of 2013-2014. The research sample is composed of 4 instructors who teach in Mustafa Kemal University (MKU), Faculty of Education; 13 school managers who work in Antakya, Hatay; 301 teachers who teach at schools in Antakya, Hatay; and 300 teacher candidates who were the senior students in Mustafa Kemal University, Faculty of Education. To collect data, "Self-Efficacy Scale for Principles and Methods of Instruction Course" and a semi-structured interview were used. The Exploratory Factor Analysis (AFA) and the Confirmatory Factor Analysis (CFA) were used to develop the scale. t-test, ANOVA and LSD test were used to compare the groups. The content analysis method was utilized in the analysis of the qualitative data. As a result of the analyses, teacher candidates' levels of PMI self-efficacy were observed above the average . No statistically significant difference was found between teacher candidates' levels of PMI self-efficacy subscales and their gender, high school of graduation and type of high school. However, it was seen "whether teacher candidates participated to a course related to PMI" and the "program they studied" affected their PMI self-efficacy levels statistically and significantly. Besides this, teachers' levels of PMI self-efficacy were observed above the average. No statistically significant difference was found between teacher candidates' levels of PMI self-efficacy subscales and their gender, branch, educational level, rank of the school at which they work, seniority and faculty of graduation. However, it was seen "whether teachers received in-service training on PMI", "their university of graduation" and "whether they took the PMI class during undergraduate study" affected their PMI self-efficacy levels statistically and significantly. Based on the data obtained from the structured interviews with the school managers, they reported that their teachers have theoretical knowledge on the PMI course; however, found them to be inefficacious in terms of practicing the knowledge they have. Similarly, the school managers regarded the PMI course given during undergraduate study as inefficacious both theoretically and practically. According to the data obtained from the semi-structured interview with the instructors, it was concluded that teacher candidates' PMI general self-efficacy levels were inefficacious in terms of both "theoretical knowledge" and "practicing the knowledge". Similarly, the instructors regarded the PMI course given during undergraduate study as inefficacious both theoretically and practically.