Evaluation of Classroom Teaching undergraduate program according to the views of classroom teachers, instructors and students

The major purpose of this research is to analyse the classroom teaching undergraduate programme, which was modified in 2018, in accordance with the viewpoints of classroom teachers, instructors, and classroom teacher applicants. The data gathering approach of the study was carried out utilising the phenomenology design, which is one of the qualitative research methodologies. The research group is made up of teachers working in the city of Kahramanmaraş and having less than ten years of professional experience; lecturers working in the classroom teaching branch in seven universities interspersed throughout seven geographical regions in Turkey; and third and fourth-year teacher candidates in the classroom teaching department studying at the aforementioned universities. In this research, a stratified purposeful sampling approach was employed for the instructors who composed the first study group. A cluster sampling strategy was utilised to identify the individuals to be included in the second and third study groups within the scope of the research. Additionally, semi-structured interview questionnaires produced by the researcher for each research group were utilised in order to explore the perspectives of classroom teachers, instructors, and prospective teachers regarding the classroom teaching undergraduate programme in detail. The interviews with 71 classroom teachers, 42 lecturers and 62 classroom teacher candidates who freely engaged in the study were included in the assessment. Descriptive analysis and content analysis were employed in the examination of the qualitative data analyzed. As an outcome of the research, the favourable characteristics of the classroom teaching undergraduate programme, which was modified in 2018, were emphasised by the classroom instructors and teacher candidates in general. On the other hand, it was underlined that the curriculum was regarded more adversely by the teachers, that it was insufficient in general and needed to be reorganised. In summary, according to the participants' perspectives, the advantages of the primary school teaching undergraduate programme are that the variety of optional courses allows for programme flexibility and that it meets the needs of teacher candidates. According to the flaws of the programme, it is commonly noted that the programme is dependent on theoretical knowledge, inadequate in terms of application time, and it is improper not to include a school experience course in the curriculum. It was firmly emphasised by the participants in the research group that the teachers should be competent in order for the classroom teaching programme to be more successful. As a finding of the experiment, a recommendation to devise a comprehensive classroom teacher training programme is deserving of being made by reorganising the programme after getting the opinions of the colleagues into consideration; focusing on hands-on practise in the programme; trying to add courses to the programme, especially on the use of smart boards and digital content advancement in conformance with today's modern education system; making preparations in the course codes; coaching specialist lecturers; and trying to introduce definite requirements in the admission of candidates to the programme. Key Words: Education program, Classroom teacher undergraduate program, Evaluation of program.