Information Package / Course Catalogue
| Elementary Mathematics Education | |||||
| 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 | EDS 102 | |||||
| Course Title in English | Turkish Educational System and School Management | |||||
| Course Title in Turkish | Turkish Educational System and School Management | |||||
| Language of Instruction | EN | |||||
| Type of Course | Lecture | |||||
| Level of Course | Seçiniz | |||||
| Semester | Spring | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 222 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites | None | |||||
| Expected Prior Knowledge | None | |||||
| Co-requisites | None | |||||
| Registration Restrictions | None | |||||
| Overall Educational Objective | ||||||
| Course Description | The "Turkish Education System and School Management" course is basically a course that aims to enable pre-service teachers to recognize the education system as an organizational structure and to comprehend the management process of the education system. Within the scope of this course; The aims and basic principles of the Turkish education system, the legal basis of the education system, the structure of the Turkish education system, the management theories and processes, the organizational characteristics of the school, the management of the education program, student affairs, employee affairs, support and budget works, and the Turkish Education System and the budget. It is aimed to help them understand and have knowledge of the different dimensions of school management. | |||||
| Course Description in Turkish | "Türk Eğitim Sistemi ve Okul Yönetimi" dersi temelde, öğretmen adaylarının eğitim sistemini örgütsel bir yapı olarak tanımalarını ve eğitim sisteminin yönetim sürecini kavramalarını amaçlayan bir derstir. Bu ders kapsamında; Türk eğitim sisteminin amaçları ve temel ilkeleri, eğitim sisteminin yasal dayanakları, Türk eğitim sisteminin yapısı, yönetim kuramları ve süreçleri, okulun örgüt özellikleri, eğitim programının, öğrenci işlerinin, işgören işlerinin, destek ve bütçe işlerinin yönetimi gibi konuların incelenerek öğretmen adaylarının Türk Eğitim Sistemi ve okul yönetiminin farklı boyutlarını anlamalarına ve bilgi sahibi olmalarına yardımcı olmak hedeflenmektedir. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) define the education rights specified in international and national agreements; 2) Outlines the legal principles and aims of the Turkish education system; 3) Illustrates and explains the structure of the education system in Turkey 4) exemplifies and explains the roles of each stakeholder as well as organizational structure and management approaches in schools 5) explains what the curriculum is, who the decision makers are and how curriculum decisions are made in Turkey 6) Will be able to identify and analyze the educational problems and difficulties in the Turkish education system. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | ||||||
| 2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | ||||||
| 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. | ||||||
| 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. | ||||||
| 5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | ||||||
| 6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | ||||||
| 12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | ||||||
| 13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | ||||||
| 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. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| 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. | N | |
| 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. | N | |
| 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. | N | |
| 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. | N | |
| 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 | Exam,HW,Presentation,Project |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | S | Exam,HW,Presentation,Project |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | S | Exam,HW,Presentation,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 |
| Prepared by and Date | RUKİYE DİDEM TAYLAN , |
| Course Coordinator | BENGİ BİRGİLİ |
| Semester | Spring |
| Name of Instructor | Prof. Dr. RUKİYE DİDEM TAYLAN |
Course Contents
| Week | Subject |
| 1) | uluslararası ve ulusal anlaşmalarda belirtilen eğitim haklarını tanımlama |
| 2) | Türk eğitim sisteminin yasal ilke ve amaçlarını ana hatlarıyla açıklama |
| 3) | Türkiye'deki eğitim sisteminin yapısını örneklendirme ve açıklama |
| 4) | okullardaki örgütsel yapı ve yönetim yaklaşımlarının yanı sıra her bir paydaşın rollerini örnekleme ve açıklama |
| 5) | müfredatın ne olduğunu, karar vericilerin kim olduğunu ve Türkiye'de müfredat kararlarının nasıl alındığını açıklama |
| 6) | Türk eğitim sistemindeki eğitim sorunlarını ve zorluklarını belirleyebilme ve analiz edebilme |
| Required/Recommended Readings | No textbook is required, but there is a weekly set of readings on Blackboard for this course. Suggested Readings Gok, F. (1999). Education in 75 years. Bes̨iktas̨, Istanbul: Turkish Economic and Social History Foundation. Farah, A. I. (2013). School Management: Characteristics of Effective Principal. Global Journal of Human Social Science, 13(13). Guisepi, R. (n.d.). The History of Education. Retrieved from http://history-world.org/history_of_education.htm Whitaker, T. (2013). What great principals do differently, eighteen things that matter the most, 2nd edition. New York, NY: Taylor and Francis. | |||||||||||||||||||||
| Teaching Methods | ||||||||||||||||||||||
| Homework and Projects | None | |||||||||||||||||||||
| Laboratory Work | ||||||||||||||||||||||
| Computer Use | ||||||||||||||||||||||
| Other Activities | ||||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
tayland@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 | 70 | |||
| Laboratory | 2 | 4 | 1 | 10 | |||
| Presentations / Seminar | 5 | 7 | 2 | 45 | |||
| Project | 5 | 7 | 2 | 45 | |||
| Homework Assignments | 5 | 7 | 2 | 45 | |||
| Midterm(s) | 1 | 5 | 2 | 7 | |||
| Total Workload | 222 | ||||||
| Total Workload/25 | 8.9 | ||||||
| ECTS | 5 | ||||||