Evaluating the Turkish Classroom-Teaching Undergraduate Program: A CIPP Model Approach

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.