This case study involved (1) collecting and analysing information from government and institution documents, (2) developing and administrating surveys to assess the pre-service teachers’ and graduates’ as well as their lecturers’ perceptions of the physics education curriculum, (3) observations of teaching and learning in three different subjects, (4) oneon- one interviews with three physics lecturers, and (5) five focus group interviews with the pre-service teachers and graduates.
Two very positive results of this involvement were greater receptivity to the need for evaluation and greater understanding of the field of social studies as a result of indepth discussions sparked by the study.
Having staff members critically think about the field in which they are working and make judgements about what they are doing requires introspection that can lead to increased understanding.
Curricula|Teaching PITTMAN, ROBERT S, "EVALUATION IN THE SOCIAL STUDIES CURRICULUM: A RESPONSIVE EVALUATION MODEL" (1985).
Recent government policies about the curriculum and the needs of stakeholders for qualified graduates have provided arguments for physics pre-service teacher education programmes in Indonesia to be evaluated.
These arguments have increased due to the rapid changes in local, national, and international dynamics.
The purpose of this research was to evaluate by means of a case study the physics education curriculum for pre-service teachers by examining five levels of curriculum representation (the ideal, the formal/written, the perceived, the operational, and the experiential curriculum) in one Indonesian higher education institution.
The evaluation process used was very effective in responding to the needs of the stake-holding audiences within the school district.
These audiences were actively involved in making the decisions as to what should be evaluated and how the evaluation would be conducted.
As staff members participated in the selection and then assessment of various criteria for study, they were sharing and responding to each other's needs and concerns.
This cooperation can carry over into the everyday educational process.