| 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) |
Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. |
S |
Project
|
| 2) |
Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. |
N |
|
| 3) |
Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. |
N |
|
| 4) |
Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. |
N |
|
| 5) |
Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. |
N |
|
| 6) |
Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. |
H |
HW,Participation,Project
|
| 7) |
Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. |
S |
Project
|
| 8) |
Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. |
S |
HW,Presentation,Project
|
| 9) |
Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. |
N |
|
| 10) |
Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. |
S |
HW,Presentation
|
| 11) |
Have awareness of and sensitivity to different cultures, values and students’ democratic rights. |
S |
HW,Participation,Project
|
| 12) |
Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. |
S |
HW,Participation,Project
|
| 13) |
Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. |
N |
|
| 14) |
Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
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