| Overall Educational Objective |
To gain a practical understanding of contemporary educational issues through sociological, political, historical, and personal perspectives, and to develop one’s emerging teacher identity supported by theory and practice. |
| Course Description |
This course provides prospective teachers with an introduction to contemporary educational issues, including social, economic, historical, political, and philosophical perspectives, each of which, in its own way, uniquely combine to shape the teacher’s identity within an educational system. Students have practical experience of tutoring, and of putting educational theory into practice in the field. |
| Course Description in Turkish |
Bu ders, öğretmen adaylarına, sosyolojik, ekonomik, tarihsel, politik ve felsefi perspektifler de dahil olmak üzere çağdaş eğitim konularına bir giriş yaparak, eğitim sisteminde öğretmenin kimliğini şekillendirmek üzere bir araya getirir. Öğrencilerin pratik olarak birebir ders deneyimi ve eğitim teorisini pratiğe geçirme becerileri kazanmasını sağlar. |
| |
Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. |
S |
Project
|
| 2) |
Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. |
N |
|
| 3) |
Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. |
N |
|
| 4) |
Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. |
N |
|
| 5) |
Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. |
H |
HW,Participation,Project
|
| 6) |
Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. |
S |
Project
|
| 7) |
Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. |
S |
HW,Presentation,Project
|
| 8) |
Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. |
S |
HW,Participation,Presentation
|
| 9) |
Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. |
S |
HW,Participation,Project
|
| 10) |
Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. |
S |
HW,Participation,Project
|
| 11) |
Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. |
N |
|
| 12) |
Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. |
N |
|
| 13) |
Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. |
N |
|
| 14) |
Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. |
N |
|
| Week |
Subject |
| 1) |
Exploring the components of a teacher education degree, and the multifaceted roles of the teacher. |
| 2) |
Introduction to tutoring practices using Structured Tutoring Model. Approaches to scaffold learning. Protocol, forms and legal requirements for tutoring as part of University Within Schools program. |
| 3) |
Overview of major educational theories including Dewey, Piaget, Vygotsky, Bloom, Gardner, Kolb. Examine the ways in which education theory impacts on teachers’ lives and on pedagogical practice in schools. |
| 4) |
Differences between formal and informal educational practices and the need for both. Schooling versus learning. The changing educational landscape, and the influence of educational research on teaching practice. |
| 5) |
Maslow’s Hierarchy of Needs. Through a sociological lens, examine culture, including school culture and cultural patterns. |
| 6) |
Cultural bias explored through cultural deficit theory, cultural difference theory, and cultural ecological theory. Explore the ways in which bias, prejudice and discrimination influence teachers, and can be embedded in schools. |
| 7) |
Turkish education in an historical context. Review of development of education reform and current innovative directions in Turkey. |
| 8) |
The development and expansion of state schooling. Methods of curriculum delivery and the scope of teacher practice. Educational innovation and change; opportunities for teachers in a variety of educational contexts. |
| 9) |
Importance of guidance and counseling, closing the achievement gap, and developing equality and equity of educational opportunities. |
| 10) |
Democratic education principles. Classroom democratic practices. |
| 11) |
Determining ways that educational systems respond to diversity, positively and negatively, and to societal change. |
| 12) |
Effects of globalization on education, and the tensions related to inequality. |
| 13) |
Examine the role and scope of supranational organizations connected to education, e.g., TIMMS, PISA |
| 14) |
Exploring the state education in contrast to supranational expectations. |
| 15) |
Final Examination Period |
| 16) |
Final Examination Period |
Information Package / Course Catalogue