Evaluation of the Primary Teacher Education Program from a Social Justice Perspective
Project no. 28466 · Status: Kapanmış (Yayın bekleniyor) · 2023
Summary
<p>In this project, which was carried out to evaluate the Ege University Primary Teacher Education Program from the perspective of social justice in teacher education, to describe its current situation and to reach findings for the improvement of the program, the responsive evaluation model and the holistic single case design were used. Using maximum diversity sampling, 12 stakeholders were involved in the planning and 47 stakeholders were involved in carrying out the evaluation. Data were collected from faculty members, pre-service teachers, cooperating teachers and graduates through individual and focus group interviews. Faculty courses and practicum school observations were conducted. Many program documents were used as data sources. The data were analyzed using content analysis. The findings on antecedents showed the importance of the specific circumstances of the context in which the program is implemented. Traces of the addition approach emerged in the design of the curriculum. The findings associated with the transactions showed that social justice practices are theoretically and factually driven by addition and inclusion, but that the diversity of teaching experiences offered to pre-service teachers, the hidden curriculum and extra-curricular activities hold powerful transformative opportunities. Within the scope of the outcomes, evidence was obtained regarding teaching diversification, reflective thinking and collaborative skills. In order to improve the primary teacher education program from a social justice perspective, adopting a student-centered approach and providing a variety of practices starting early in the program, including working with multicultural group dynamics, were found to be aspects of the program that could be improved.</p>