Evaluation of Jordan Teacher Training Higher Diploma Program Based on CIPP Model
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| Title: | Evaluation of Jordan Teacher Training Higher Diploma Program Based on CIPP Model |
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| Language: | English |
| Authors: | Manal Omar Hasan Ham, Asım Arı |
| Source: | Anatolian Journal of Education. 2026 11(1):69-90. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Teacher Educators, Teacher Attitudes, Program Attitudes |
| Geographic Terms: | Jordan |
| ISSN: | 2547-9652 |
| Abstract: | This study addresses the growing importance of teacher education programs in Jordan, particularly in light of the limited number of systematic and developmental evaluation studies conducted in this field. Accordingly, the study aimed to evaluate the Higher Diploma Teacher Preparation Program at Yarmouk University in Irbid based on the CIPP evaluation model (Context, Input, Process, and Product) in order to identify strengths and weaknesses and propose developmental mechanisms to enhance the program's effectiveness and efficiency. A qualitative research design was adopted, involving 23 teacher educators. Data were collected through semistructured interviews using the instrument developed by Hoşgör (2023). The findings revealed that the program is highly valued by teacher educators, being perceived as professionally and academically adequate, clearly structured in terms of objectives, and effective in integrating educational technology. Practical activities were also found to enhance participation and support the development of professional identity. However, the study identified several challenges, particularly regarding insufficient consideration of individual differences among student teachers and the inadequacy of classroom environments in partner schools for field training. The study recommends increasing program flexibility to better accommodate student teachers' needs, improving training school environments, regularly updating program content through collaborative committees, integrating artificial intelligence applications in instruction, and strengthening the alignment between final evaluation and authentic field-based performance. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504095 |
| Database: | ERIC |
| Abstract: | This study addresses the growing importance of teacher education programs in Jordan, particularly in light of the limited number of systematic and developmental evaluation studies conducted in this field. Accordingly, the study aimed to evaluate the Higher Diploma Teacher Preparation Program at Yarmouk University in Irbid based on the CIPP evaluation model (Context, Input, Process, and Product) in order to identify strengths and weaknesses and propose developmental mechanisms to enhance the program's effectiveness and efficiency. A qualitative research design was adopted, involving 23 teacher educators. Data were collected through semistructured interviews using the instrument developed by Hoşgör (2023). The findings revealed that the program is highly valued by teacher educators, being perceived as professionally and academically adequate, clearly structured in terms of objectives, and effective in integrating educational technology. Practical activities were also found to enhance participation and support the development of professional identity. However, the study identified several challenges, particularly regarding insufficient consideration of individual differences among student teachers and the inadequacy of classroom environments in partner schools for field training. The study recommends increasing program flexibility to better accommodate student teachers' needs, improving training school environments, regularly updating program content through collaborative committees, integrating artificial intelligence applications in instruction, and strengthening the alignment between final evaluation and authentic field-based performance. |
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| ISSN: | 2547-9652 |
