Evaluating Elementary Teacher Education Program in Terms of Affective Features Using Hammond’s Evaluation Model
Keywords:Hammond’s evaluation model, Elementary teacher education program, Affective features, Curriculum evaluation
In this study, elementary teacher education program was evaluated in terms of attitude, value, and academic motivation towards the teaching profession using Hammond’s evaluation model. Convergent parallel design of mixed method studies was employed. The qualitative component of the study included a total of 39 participants; 23 teacher candidates, 11 faculty members and five executive faculty members while the quantitative component of the study was carried out with 121 teacher candidates. The data were collected through “Academic Motivation Scale”, “Portrait Values Questionnaire”, “Teaching Profession Attitude Scale”, “document analysis, semi-structured interview forms, field notes, and observation forms. The results of the study indicated that although teacher candidates had high levels of attitude and motivation towards the profession, their attitude towards the course, thus motivation to attend classes, was low. Curriculum objectives for the affective domain were limited to a minimum, content was dense, and the faculty members mostly used expository teaching strategies such as traditional lecture method and question-answer technique.
Akbas, O. (2004). Türk milli eğitim sisteminin duyuşsal amaçlarının ilköğretim II. Kademedeki gerçekleşme derecesinin değerlendirilmesi, [Unpublished doctoral dissertation]. Gazi University.
Akgun, F., & Ozgur, H. (2014). Bilişim teknolojileri öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları ile mesleki kaygılarının incelenmesi. Eğitimde Kuram ve Uygulama, 10(5), 1206-1223.
Alkan, M. F. (2018). Investigation of pre-service teachers’ attitudes towards teaching profession. SDU International Journal of Educational Studies, 5(1), 13-21.
Asan, A., & Günes, G. (2000). Oluşturmacı öğrenme yaklaşımına göre hazırlanmış örnek bir ünite etkinliği. Milli Eğitim Dergisi, 147, 50-53.
Bagci, E. (2014). The evaluating of the faculty of education class teaching program according to view of stakeholders, [Unpublished master dissertation]. Kilis 7 Aralık University.
Bircan, T. Ş. (2019). Attitudes of history teacher candidates who took pedagogical formation education towards teaching profession. Kastamonu Education Journal, 27(2), 589-598. https://doi.org/10.24106/kefdergi.2606
Bulut, İ. (2009). Evaluation of teacher candidates’ attitudes concerning teaching profession (Dicle and Firat University sample) Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 14, 13-24.
Can, G. (2015). Turkish version of the academic motivation scale. Psychological reports, 116(2), 388-408. https://doi.org/10.2466/14.08.PR0.116k24w5
Carrigan, R. L. (2013). Social networking and the affective domain of learning, [Unpublished doctoral dissertation]. Capella University.
Celikkaya, T., & Seyhan, O. (2016). Effective factors for gaining the values (the students’ opinions). Balıkesir University The Journal of Social Sciences Institute, 19(36), 167-191.
Celikoz, N., & Çetin, F., (2004). Anadolu öğretmen lisesi öğrencilerinin öğretmenlik mesleğine yönelik tutumlarını etkileyen etmenler. Milli Eğitim Dergisi, 32(162), 136-145.
Cetin, Ş. (2006). Establishment of the profession of teaching attitude scale (The study for validity and confidence). Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 18, 28-37.
Chau, S., & Cheung, C. (2018). Academic satisfaction with hospitality and tourism education in Macao: the influence of active learning, academic motivation, and student engagement. Asia Pacific Journal of Education, 38(4), 473-487. https://doi.org/10.1080/02188791.2018.1500350
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson.
Delamarter, J., & Wiederholt, K. (2020). The affective vs. the academic: A quantitative study of pre-service teachers’ expected impact on their future students. Action in Teacher Education, 42(2), 137-148. https://doi.org/10.1080/01626620.2019.1649742
Demirtas, H., Comert, M., & Ozer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36(159), 96-111.
Demirutku, K. (2007). Parenting styles, internalization of values, and the self-concept, [Unpublished doctoral dissertation]. Middle East Technical University.
Durmuscelebi, M., Yildiz, N., & Saygi, E. (2017). Investigation of teacher candidates’ attitudes towards teaching profession. OPUS International Journal of Society Researches, 7(12), 8-32.
Fitzpatrick, J., Sanders, J. R., & Worthen, B. (2004). Program evaluation: Alternative approaches and practical guidelines. Pearson Education.
Foshay, W. R. (1978). An alternative for task analysis in the affective domain. Journal of instructional Development, 1(2), 22-24.
George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Ally & Bacon/Prentice Hall.
Gephart, W. J., & Ingle, R. B. (1976). Evaluation and the affective domain. In W. J. Gephart & R. B. Ingle (Ed.), Evaluation in the affective domain (pp. 161-191). Phi Delta Kappan.
Gordon, T. (2002). Etkili öğretmenlik eğitimi. Sistem Publications.
Gokce, H., & Saracoglu, S. (2018). The effect of computer assisted instruction on eighth grade students’ academic achievement, logical thinking ability and attitude, related to the unit of acid and bases. Kastamonu Education Journal, 26(4), 1383-1394. https://doi.org/10.24106/kefdergi.434178
Grootenboer, P., & Marshman, M. (2016). Mathematics, affect and learning: Middle school students’ beliefs and attitudes about mathematics education. Springer-Verlag New York Inc.
Gundogdu, K., Cimen, N., & Turan, S. (2008). Perceptions of prospective teachers in relation to civil cervant selection exam KPSS. KEFAD, 9(2), 35-43.
Hammond, R. L. (1967). Evaluation at the local level. U.S. Department of Health, Education & Welfare, Office of Education.
Hamsher, S., & Dieterich, C.A. (2017). Creating a positive atmosphere in online courses: Student ratings of affective variables in teacher education courses. International Journal of Instructional Technology and Distance Learning, 14(7). Retrieved from https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1257&context=ced_fac
Harris, B., Harris, J., Reed. L., & Zelihic, M. (2016). Flipped classroom: Another tool for your pedagogy tool box. Developments in Business Simulation and Experiential Learning, 1(43), 325-333.
Hidiroglu, Ç. N., Kandemir, A., & Tuncel, İ. (2019). Evaluation of teaching principles and methods’ course in scope of Hammond’s evaluation cube. Mehmet Akif Ersoy University Journal of Education Faculty, 1(37), 47-68.
Hofstede, G. (2001). Culture’s consequences; comparing values, behaviors, institutions, and organizations across nations. Sage.
Hofstede, G. (1980). Motivation, leadership, and organization: Do American theories apply abroad? Organizational Dynamics, 9(1), 42-63.
İlter, İ., & Koksalan, B. (2011). Sınıf öğretmeni adaylarının öğretmenlik mesleğine olan tutumları. Fırat University Journal of Social Science, 21(1), 113-128.
Kablan, Z. (2017). Hedef belirleme: Bilişsel, duyuşsal ve devinişsel alanlar. In H. Şeker (Ed.), Eğitimde program geliştirme kavramlar yaklaşımlar (pp. 127-161). Anı Publications.
Korkmaz, O., & Usta, E. (2010). Öğretmen adaylarının öğretmenlik mesleğine karşı tutumları ile algıladıkları etkileşim-izlenme kaygıları ve problem çözme becerileri arasındaki ilişki. The Journal of Turkish Social Research, 3, 1-22.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives. The classification of educational goals. Handbook II: Affective domain. Longman.
Martin, B. L., & Briggs, L. J. (1986). The affective and cognitive domains: Integration for instruction and research. Educational Technology.
Miles, M., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
Oppong, C. A. (2014). Cognitive and affective characteristics of history students of the university of cape coast. International Journal of Scientific and Research Publication, 4(10), 1-7.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. Pearson Education.
Ozcep, M. C. (2007). The comparision of preliminary physical education and class teacher's social skill levels by some variables, [Unpublished master’s thesis]. Abant İzzet Baysal University.
Ozdemir, T. Y., Ozan, M. B., & Akgun, M. (2017). A values education-oriented educational inspection with teacher opinions Bartın University Journal of Educational Research, 1(1), 35-52.
Pilatin, H. (2010). İlköğretim I. kademe öğretmenlerini etkileyen stres faktörleri ve başetme yöntemleri: Yozgat ili Akdağmadeni ilçesi örneği, [Unpublished master’s thesis]. Maltepe University.
Preszler, N. (2014). Prospective teachers' affective experiences of an inquiry-oriented mathematics for elementary school teachers’ course, [Unpublished doctoral dissertation]. University of Washington.
Ross, A. H. (2010). Application and utility of the Guskey professional development evaluation model in a community college setting, [Unpublished doctoral dissertation]. University of Tennessee.
Sargut, A. S. (2001). Kültürler arası farklılaşma ve yönetim. Imge Publications.
Schwartz, S. H., Melech, G., Lehmann, A., Burgess, S., Harris, M., & Owens, V. (2001). Extending the cross-cultural validity of the theory of basic human values with a different method of measurement. Journal of Cross-Cultural Psychology, 32, 519–542.
Semerci, N., & Semerci, Ç. (2004). Türkiye’de öğretmenlik tutumları. Fırat University Journal of Social Science, 14(1), 137-146.
Taneri, P. O. (2017). The viewpoints of instructors about the effects of teacher education programs on prospective teachers' affective characteristics. Eurasian Journal of Educational Research, 70, 105-120. http://dx.doi.org/10.14689/ejer.2017.70.6
Tok, H., & Bozkurt, A. (2010). Evaluating class teachers’ opinions about training class teachers as a first level (1st, 2nd 3rd grades) and as a second level (4th, 5th grades) teachers differently. Gaziantep University Journal of Social Sciences, 9(2), 759-778.
Topal, T., Aksu, H. H., & Karadeniz, M. (2011). Sınıf öğretmenliği lisans programının içerik yönünden öğretmen adaylarının görüşlerine göre değerlendirilmesi. I. Uluslararası Eğitim Programları ve Öğretim Kongresi, Anadolu University.
Tumkaya, S., & Ustu, H. (2016). The relationship between occupational commitment and burnout syndrome: A survey on primary school teachers’. Mersin University Journal of the Faculty of Education, 12(1), 272-289. http://dx.doi.org/10.17860/efd.48453
Turkoglu, S. (2004). Çukurova ve Mersin Üniversitesi sınıf öğretmenliği programlarının değerlendirilmesi, [Unpublished master dissertation]. Çukurova University.
Turgut, M. F. (1990). Eğitimde ölçme ve değerlendirme metotları. Saydam Printing.
UNESCO. (1992). Education for affective development: A guidebook on programmes and practices. UNESCO Principal Regional Office for Asia and the Pacific.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.
Wadhwa, S., Barlow, A., & Jadeja, S. (2015). Ascertaining affective domain in engineering: A new learning concept. In ASME 2015 International Mechanical Engineering Congress and Exposition (pp. V005T05A005-V005T05A005). American Society of Mechanical Engineers.
Welton, D. A., & Mallan, J. T. (1999). Children and their world. Houghton Mifflin Company.
White, W., & Malkus, A. (2019). Teacher emotions matter: Bridging teacher learning and mathematics instruction in the early years using an affective instruction design. Teacher Education Advancement Network Journal, 11(4), 21-34.
Yilmaz, E. (2009). The study into teachers’ value perceptions in terms of various variables. Journal of Values Education, 7(17), 109-128.
Zhang, Q., & Zhang, J. (2013). Instructors’ positive emotions: Effects on student engagement and critical thinking in U.S. and Chinese classrooms. Communication Education, 62(4), 395-411. https://doi.org/10.1080/03634523.2013.828842
How to Cite
Copyright (c) 2022 Psycho-Educational Research Reviews
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.