Examining of the special education teaching program with the CIPP Program Evaluation Model

2016-2017 academic year and has been applied flexibly since 2021 due to pandemic-related reasons; this study aims to evaluate the graduate students, academicians, and internship advisor teachers in terms of their opinions. For this purpose, the research is shaped in an embedded mixed design. Data; Quantitative and qualitative studies have been provided by the special education academicians who are the executives of the program, the graduate students who are the beneficiaries of the program, and the internship counselor teachers who had the opportunity to observe the graduate students on-site. In the quantitative dimension of the research, the data obtained from 112 academicians determined by random sampling method and 339 graduate students determined by snowball sampling method, "Special Education Teaching Program CIPP Evaluation Scale Form A (Academician) and Form B (Graduate Student)", which created by the researcher according to CIPP sub-dimensions. Collected with. In the qualitative part of the research, semi-structured interviews were conducted with five special education teachers, who were determined by criterion sampling method and worked as internship consultant teachers within the scope of the "Teaching Practices" course in the last two academic years. In the results for the quantitative part, it is shown that the academicians have a negative opinion about the context and input dimensions of the program, and they are undecided about the process and output dimensions. For graduate students; It has been concluded that they are undecided about the context and process dimensions of the program, and they had a positive opinion about the input and output dimensions. In the results obtained from the qualitative part of the research; There are positive opinions such as that the program provides a positive attitude and approach towards students with special needs, that the communication and cooperation skills of the graduates are at a good level, and that their information technology competencies are at a good level. In addition to this, internship counselor teachers related to graduate students reported several negative opinions such as difficulties in planning and maintaining the teaching process, important theoretical knowledge deficiencies, and inadequacies in practical skills. At the end of the research, there are various suggestions for decision-makers, academicians, students, and researchers.