| 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) |
Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. |
S |
Project
|
| 2) |
Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. |
H |
Project
|
| 3) |
Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. |
S |
HW
|
| 4) |
Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. |
N |
|
| 5) |
Competence in vocational guidance and counseling practices. |
N |
|
| 6) |
Understanding of human relations and interaction. |
S |
HW
|
| 7) |
Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. |
N |
|
| 8) |
Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. |
S |
HW
|
| 9) |
Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level.
|
S |
Project
|
| 10) |
Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. |
N |
|
| 11) |
Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments.
|
H |
Project
|
| 12) |
A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education.
|
S |
Project
|
| 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