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 |
|---|---|
| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1504095 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluation of Jordan Teacher Training Higher Diploma Program Based on CIPP Model – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Manal+Omar+Hasan+Ham%22">Manal Omar Hasan Ham</searchLink><br /><searchLink fieldCode="AR" term="%22Asım+Arı%22">Asım Arı</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Anatolian+Journal+of+Education%22"><i>Anatolian Journal of Education</i></searchLink>. 2026 11(1):69-90. – Name: Avail Label: Availability Group: Avail Data: Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Attitudes%22">Program Attitudes</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2547-9652 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1504095 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 69 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Teacher Educators Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Program Attitudes Type: general – SubjectFull: Jordan Type: general Titles: – TitleFull: Evaluation of Jordan Teacher Training Higher Diploma Program Based on CIPP Model Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Manal Omar Hasan Ham – PersonEntity: Name: NameFull: Asım Arı IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 2547-9652 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Anatolian Journal of Education Type: main |
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