Evaluation of the Field Training Program in the Classroom Teacher Department at Yarmouk University from the Perspective of Cooperating Teachers

Background/purpose. Field training is a cornerstone in preparing future teachers, as it bridges theoretical knowledge with real classroom practice. This study aimed to evaluate the level of the field training program in the Classroom Teacher Department at Yarmouk University from the perspective of cooperating teachers. It also examined whether teachers’ evaluations varied by school type (public or private).

Materials/methods. A stratified random sample was drawn from cooperating teachers in public and private schools. The study tool, an electronic questionnaire, was distributed to both groups, with a total of 260 respondents (136 from public schools and 124 from private schools). The instrument consisted of 15 items covering five domains: the academic supervisor, the cooperating teacher, the school principal, the cooperating institution, and the program procedures. Validity and reliability were verified prior to administration.

Results. The findings showed that the overall level of the field training program was rated as moderate by cooperating teachers. Significant statistical differences at (α = 0.05) were found in responses across the total scale and all domains, attributed to the school type variable, in favor of cooperating teachers from private schools.

Conclusion. The study concluded that the program is moderately effective but requires further development, particularly in public schools, to achieve more consistent and balanced training outcomes.

Keywords: Evaluation, field training, cooperating teachers, classroom teacher

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