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) |
Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. |
N |
|
2) |
Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. |
N |
|
3) |
Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. |
H |
Exam,HW,Participation
|
4) |
Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. |
N |
|
5) |
Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. |
N |
|
6) |
Internalization and dissemination of professional ethical standards. |
N |
|
7) |
Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. |
N |
|
8) |
Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). |
N |
|
9) |
Recognition, understanding, and respect for the complexity of sociocultural and international diversity. |
S |
Participation
|
10) |
Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. |
S |
HW,Participation
|
11) |
Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. |
N |
|
12) |
Ability to acquire knowledge independently, and to plan one’s own learning. |
S |
Exam,HW
|
13) |
Demonstration of advanced competence in the clarity and composition of written work and presentations. |
H |
Exam,HW
|
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 |