Evaluation of teaching practice curriculum in the light of standard ?based and responsive models

The general aim of this research is evaluating teaching practice curriculum in the light of standard-based and responsive models. ?Mixed methods approach? was employed as the research approach and ?descriptive model? was employed as the research model. In this context, the quantitative dimension of the research was performed with ?singular and relational scanning model? and the qualitative dimension of the research was performed with ?nested multiple cases design?.The population of the research consists of 1668 practicing teacher candidates, 274 practice teachers, 133 university teachers, 134 practice school administrators, 134 practice school coordinators, six managers from the national education directorates, six practice coordinators from the national education directorates, six administrators from faculties, six practice coordinators from faculties and 19 practice coordinators from departments from Elazığ, Erzincan, Erzurum, Diyarbakır, Malatya and Ağrı cities. As sampling method, simple random sampling method was employed. In this context, the sample of this research consists of 1093 practicing teacher candidates, 246 practice teachers, 53 university teachers, 115 practice school administrators, 111 practice school coordinators, 14 practice coordinators from departments, all the managers from the national education directorates, all the practice coordinators from the national education directorates, all the administrators from faculties and all the practice coordinators from faculties.Data of the research were obtained from the scales and semi-structured interview forms developed by the researcher. During the process of developing scales, the supports of 28 practice teachers, 21 practicing teacher candidates and 41 university teachers were taken. The pilot study of the scale performed on 312 practice teachers and Cronbach Alpha reliability coefficient was found as .979. During scale development process, similar test, test-retest and split-half reliability and correlation analyses were employed. SPSS and NVivo 8 programs were employed for data analysis.All the standards in the dimensions of ?objective, content, learning-teaching process, practice teacher and university teacher? were described as ?absolutely important? and these standards were regarded as the ones that should take part in teaching practice curriculum. The standards in the dimensions of objective, content, evaluation and university teachers were actualized as ?partially?, the standards in the dimensions of learning-teaching process and practice teachers were actualized as ?moderately?. Other stakeholders of the teaching practice curriculum were determined to generally perform their duties and responsibilities.Among the problems that practicing teacher candidates frequently faced; stemming from practice teachers, making incomplete practices, not giving importance to course and candidate; stemming from their own, not being able to make themselves adopted by students, worrying about KPSS exam and appointment; stemming from practice school, school administrators? weaknesses about various matters, teachers? negative attitudes towards candidates; stemming from university teachers, not giving importance to the course and teacher candidates, deficiencies in monitoring and supervision of the practice process were emphasized.Among the problems that practice teachers frequently faced; stemming from teacher candidates, candidates? worries about KPSS exam, not giving importance to teaching practice course, absenteeism; stemming from university teachers, not cooperating enough and not communicate, not monitoring and supervising teacher candidates at the process of practice; stemming from practice school, crowded classes; stemming from themselves, being deprived of employing sanctions on teacher candidates; stemming from time, insufficiency of the practice time were determined.Among the problems that university teachers frequently faced; stemming from themselves and their colleagues, heavy work load and not giving importance to the course; stemming from practice teachers, not giving importance to the course; stemming from practice schools, making teacher candidates teach courses instead of practice teachers and their view about the courses as a load; stemming from faculty, selecting university teachers without regarding their experiences and suitability; stemming from practicing teacher candidates, not giving importance to the course and not taking the course seriously were determined.According to the results, the realization levels of the 95 standards determined for teaching practice curriculum should be advanced. For that aim, all the stakeholders, especially practicing teacher candidates, practice teachers and university teachers should perform their duties and responsibilities.Keywords: Teaching Practice, Curriculum Evaluation, Standard-Based Evaluation Model, Responsive Evaluation Model, Mixed (Qualitative-Quantitative) Research Approach.