Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | ELE 301 | |||||
| Course Title in English | Internship I: School Experience and Teacher Assistantship | |||||
| Course Title in Turkish | Internship I: School Experience and Teacher Assistantship | |||||
| Language of Instruction | EN | |||||
| Type of Course | Internship | |||||
| Level of Course | Seçiniz | |||||
| Semester | Fall | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 560 hours per semester | |||||
| Number of Credits | 10 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
ELE 202 - Foundations of Teaching Numbers, Operations and Algebra | ELE 206 - Foundations of Teaching Numbers, Operations and Algebra ELE 204 - Foundations of Teaching Geometry, Probability and Statistics | ELE 208 - Foundations of Teaching Geometry, Probability and Statistics |
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| Expected Prior Knowledge | ELE 206 (Basics of Teaching Numbers, Operations and Algebra) ELE 208 (Fundamentals of Teaching Geometry, Probability and Statistics) | |||||
| Co-requisites | None | |||||
| Registration Restrictions | None | |||||
| Overall Educational Objective | How to observe the records of mentor teachers, assist them with education and training-related services, and provide practice-based teaching. | |||||
| Course Description | After successfully completing your first two years of university courses, prospective teachers will be placed as full-time assistant teachers in the classrooms of master teachers working at our partner schools. Teacher candidates in these classes: (a) observe the master teacher's experiences, (b) to assist the master teacher in matters relating to education and training, (c) tutor secondary school students who need academic support, (d) complete practice-based assignments and assignments related to university courses, and (d) will perform similar duties assigned by the master teacher and lecturer. The tasks assigned to the assistant teacher may vary according to the level and subject of the class. However, all teacher assistants must fulfill the following two duties: (1) to carefully observe the performances of the master teacher/mentors. (2) To support low-achieving secondary school students to be successful by running lessons and to learn by experience. | |||||
| Course Description in Turkish | Ilk iki yıllık üniversite derslerinizi başarıyla tamamladıktan sonra, öğretmen adayı öğrenciler işbirliği yaptığımız okullarda çalışan usta öğretmenlerin sınıflarında tam zamanlı asistan öğretmen olarak yerleştirilecektir. Bu sınıflarda öğretmen adayları: (a) usta öğretmenin deneyimlerini gözlemleyecek, (b) eğitim ve öğretime ilişkin durumlarda usta öğretmene yardım edecek, (c) akademik desteğe ihtiyaç duyan ortaokul öğrencilerine ders çalıştıracak, (d) üniversite dersleri ile ilgili pratik tabanlı görev ve ödevleri tamamlayacak, ve (d) usta öğretmen ve öğretim üyesi tarafından verilen benzer görevleri yerine getirecek. Öğretmen yardımcısına verilen görevler sınıfın seviyesi ve konusuna göre değişebilmektedir. Fakat tüm öğretmen yardımcıları şu iki göre vi mutlaka yerine getirmelidir: (1) usta öğretmenin/mentorlerinin performanslarını dikkatlice gözlemlemek. (2) düşük başarı gösteren ortaokul öğrencilerine ders çalıştırarak başarılı olmalarına destek vermek ve bunu deneyimleyerek öğrenmek. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) analyse school climate and classroom environment including students, teachers, and different aspects of teaching profession 2) analyze the classroom for successful teaching in relation with assessing the needs of students 3) conceptualize the indicators of content knowledge, pedagogical knowledge, pedagogical content knowledge and knowledge about students 4) reflect on one’s own experiences in written and verbal forms 5) relate the theoretical knowledge about teaching to teacher practices in mathematics lessons 6) prepare mathematics lesson plans considering students learning styles and abilities. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 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. | ||||||
| 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). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| 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 |
| Prepared by and Date | BENGİ BİRGİLİ , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Fall |
| Name of Instructor | Arş. Gör. BENGİ BİRGİLİ |
Course Contents
| Week | Subject |
| 1) | Introduction Sharing initial experiences |
| 2) | School Culture Observe scheduled classes Introduction of the report on School culture |
| 3) | Being a Mathematics Teacher Observe scheduled classes Introduction of report on observing mentor teacher |
| 4) | Teaching Methods Observe scheduled classes Discussion of previous reports |
| 5) | Observe scheduled classes |
| 6) | Observe scheduled classes |
| 7) | Mathematical tasks Discussion on observing tasks Observe scheduled classes Sharing task implementation observations |
| 8) | Tasks Observe scheduled classes Discussion: Classroom discourse Introduction of report on Questioning |
| 9) | Planning Discussion on Planning Introduction of report on tasks |
| 10) | Departmental (Zümre) or Parent Meetings Share observation on departmental or parent meeting |
| 11) | Technology, Teaching Aids and Resources Observe scheduled classes Inroducton of report on Tutoring and analyzing student thinking |
| 12) | Analysis of Teaching Discussion on analysis of teaching or tutoring |
| 13) | Analysis of Teaching |
| 14) | End of Term Presentation |
| 15) | Reflections on school experience Submission of ELE301 portfolio. |
| Required/Recommended Readings | Boaler, J., & Brodie, K. (2004). The importance, nature and impact of teacher questions. In D. E. McDougall & J. A. Ross (Eds.), Proceedings of the 26th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 773-781). Toronto: Ontario Institute of Studies in Education/University of Toronto. Jacobs, V. R., & Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. ZDM doi: 10.1007/s11858-015-0717-0 Smith, M.S., & Stein, M.K. (2011). Five practices for orchestrating productive mathematics discussions . Thousand Oaks, CA: Corwin Press. | |||||||||||||||||||||
| Teaching Methods | Flipped learning | |||||||||||||||||||||
| Homework and Projects | Weekly Diaries (7 x 2 = 14) Themes will also be shared at meetings: Weekly themes Getting to know the school and classroom context, reporting first impressions Information about students and mentor teacher Being a professional - what does a mentor teacher do every day? Classroom Management Teaching strategies Teacher questioning techniques Implementation of mathematical tasks (cognitive demands of tasks) Using teacher technology parent meeting Professional development meeting Lesson Plan Meetings (group meetings) What you learned about teaching this semester Observations (7x 2 = 14%) The instructor(s) observe the teacher assistant at the partner school 7 times. Portfolio Content (22%) Your teaching philosophy Weekly Magazines Lesson plans you helped create (proof of quality improvement) Examples of student work you have worked with (one-on-one or in small groups, evidence of student growth as a result of your work may be included) Evidence: Video and audio recordings and photographs (with permission from the school administration) Mathematical task analysis of small group instruction Manager or mentor teacher feedback or grades (if relevant) Extra curricular activities at school (aiding a student club or joining a field trip, etc.) Technological tools or practices you have learned to use as a result of your experience this year provide evidence Course Assignments Below is a description of some assignments Analysis of the implementation of a class math task (2X 10% = 20%) For this assignment, you are asked to design/adapt a math task in collaboration with your mentor teacher and observe its implementation in the classroom. The purpose of this assignment is to develop abilities for the preparation of a mathematical task and to observe the details of its implementation. Analysis of video recordings of small group instructions (2 X 10% = 20%) You are asked to present a plan for your small group teaching and analyze your performance (basically the quality of your questions, the way you responded to student thinking during your performance). Depending on the permission from the school, you can use the audio or video recording. Details about the assignment will be given during the semester. For ELE 302 students, they will conduct an analysis of the whole classroom teaching, rather than 2 small group teaching videotapes. Teaching Mathematics (30 minutes) For this assignment, you are required to give a math lesson towards the end of the semester. The purpose of this assignment is to offer students the opportunity to plan a lesson, teach a lesson to students, and reflect on your teaching following the lesson. During this application, the pre-service teacher can be observed by the mentor teacher and the course instructor. Test preparation (5%) The teacher assistants will try to develop a test for the students in the mentor teacher's lesson with the help of the mentor teachers. They will also try the grading of the exam and analyze student work. Presentation (5%) Each prospective teacher presents their portfolio within 30 minutes to reflect on their experience. She presents her evidence to academics/students in the department/academic teachers, using her evidence in the portfolio. | |||||||||||||||||||||
| Laboratory Work | None | |||||||||||||||||||||
| Computer Use | It will be used in pre-lesson videos and student projects. | |||||||||||||||||||||
| Other Activities | None | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
birgilib@mef.edu.tr |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Presentations / Seminar | 14 | 2 | 6 | 3 | 154 | ||
| Project | 14 | 2 | 6 | 3 | 154 | ||
| Homework Assignments | 14 | 2 | 6 | 3 | 154 | ||
| Total Workload | 560 | ||||||
| Total Workload/25 | 22.4 | ||||||
| ECTS | 10 | ||||||