The purpose of this study is to evaluate teaching practice course in terms of mentor teachers. The present study was conducted in accordance with sequential exploratory mixed method design. Stufflebeam’s Context, Input, Process and Product Evaluation Model (CIPP) was used as curriculum evaluation model. Firstly, the quantitative data of the study was collected from 314 mentor teachers in four cities (İzmir, Diyarbakır, Konya, and Van) in Turkey. Secondly, qualitative data was obtained by semi-structured interviewing with 18 mentor teachers training in Van. A survey and a semi-structured interview form were used as data collection tools. SPSS and nVivo packet programs were performed in the analysis of obtained data. Descriptive statistics were used to analiyze the quantitative data and descriptive technique was used to analyze qualitative data. Miles & Huberman (1994) reliability formule was used in the analysis of qualitative data, and the correspondence between the coders was determined as 89.9%. As a result of the study, it was revealed that teaching practice course is generally useful even though there are some halting points in context, input and process of the course. Depending on the results, it is suggested that the duration of teachin practice should be increase, more measurement and assessment studies should be done, and as well as ongoing studies, school-family cooperation activities, administrative studies and social-cultural activities should be done in the process of teaching practice. In addition, it is necessary to reduce the number of student teachers in the responsibility of teachers and instructors.
Teaching Practice, Teacher Education, Curriculum Evaluation, Mentor Teacher, CIPP