Qualitative inquiry has gained importance in the evaluation of educational settings because it provides in-depth information, shedding light on context, situations, or processes. In this study, a qualitative inquiry was undertaken in order to evaluate a pedagogical course from the prospective teachers’ points of view. In this case study, data were collected through focus group interviews with three groups of prospective teachers. The lack of putting theories into practice, the lack of relating the topics to teaching life, the lack of attention and participation, and the lack of a variety of materials appeared to be the most essential problems. In this study, the expressed problems and suggestions were discussed in terms of their implications for the improvement of the course.
Evaluation, Course Evaluation, Qualitative Inquiry, Teacher Education, Case Study
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended APA Citation
Toy, B. Y., & Ok, A. (2012). A Qualitative Inquiry in the Evaluation of a Pedagogical Course from the Prospective Teachers’ Points of View. The Qualitative Report, 17(1), 143-174. Retrieved from https://nsuworks.nova.edu/tqr/vol17/iss1/7