Evaluating the Turkish Classroom-Teaching Undergraduate Program
A Cipp Model Approach
Bibliographic Data
| ID | 22006980 |
|---|---|
| Authors | Özgü Yalçın Çer (0000-0002-1545-3358, Amasya Üniversitesi, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440261416973 |
| OpenAlex | W7126273854 |
| Language | EN |
| References cited | 34 |
This mixed-methods study aimed to evaluate the undergraduate classroom-teaching program at Amasya University using the Context, Input, Process, and Product (CIPP) model. Thirty-eight fourth-year preservice classroom teachers completed the program evaluation scale assessing the context, input, process, and product dimensions of the program. Additionally, 67 students provided consent for the use of their grade point averages from both first and fourth years for the assessment of the input and product dimensions. The qualitative component involved semistructured interviews with five lecturers from the program. The results suggest that the classroom teacher education program is moderately effective across context, input, process, and product dimensions. Although academic achievement improved significantly over the 4-year program, stakeholders identified various structural and implementation challenges. The findings suggest a need for comprehensive program redesign that addresses the balance between theoretical knowledge and practical application, between cognitive and affective development, and between traditional instruction and contemporary educational needs. Such reform would require substantial institutional commitment to resource allocation, pedagogical innovation, and sustained stakeholder engagement. Future research should expand on these findings by exploring longitudinal outcomes and incorporating diverse evaluation models to ensure robust, adaptable teacher education programs
Higher education · Qualitative research · Semi-structured interview · Stakeholder · Turkish · Educational Leadership and Administration · Evaluation and Performance Assessment · Teacher Education and Leadership Studies
Innovation and Accountability in Teacher Education
Teacher education around the world
Evaluation of Teacher Education Curricula and its relevance to licensure examination using Context, Input, Process and Product (Cipp) model
Evaluating the Bachelor of Education Program Based on the Context, Input, Process, and Product Model
Mixed teaching quality evaluation of organizational behavior course based on Cipp model
Historical development of Cipp as a curriculum evaluation model
Evaluation of Self-Learning Curriculum for Kindergarten Using Stufflebeam’s Cipp Model
Implications for educational practice of the science of learning and development
Grade Inflation in Higher Education
What Is Complexity Theory and What Are Its Implications for Educational Change
Situated learning theory and the pedagogy of teacher education
Diversity in Coherence
Democratizing Teacher Education
| Highly cited | No |
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