| ENGLISH LANGUAGE EDUCATION (ENGLISH, NONTHESIS, DE) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5021 | Inservice Teacher Education | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. DERİN ATAY |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course aims to provide students with information about teachers’ professional development in general and the inset practices commonly used in the field. The general objectives of the course are to make students: -familiar with different types of PD and INSET practices -learning theories underlying PD and INSET practices -analyze the pros and cons of PD and INSET practices -come up with suggestions to design INSET for teachers in their own context |
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The students who have succeeded in this course; •demonstrate comprehension of the basic concepts related to teacher professional development and learning theories. •evaluate INSET activities and programs. |
| The nature of teacher education, Teacher professional development, Workshops, Self monitoring, Teacher support groups, Teaching journals, Peer observation, Teaching portfolios, Analyzing critical incidents, Case analysis, Peer coaching, Team teaching, Action research, Research discussions Teaching Methods and Techniques Used in the Course -Project -Technology-Enhanced Learning -Collaborative Learning -Lecture -Reading -Discussion -Individual Study |
| Week | Subject | Related Preparation |
| 1) | Introduction of the Syllabus | |
| 2) | The nature of teacher education | |
| 3) | Teacher professional development | |
| 4) | Workshops, Self monitoring | |
| 5) | Teacher support groups | |
| 6) | Teaching journals | |
| 7) | Peer observation, Teaching portfolios | |
| 8) | Analyzing critical incidents, Case analysis | |
| 9) | Peer coaching | |
| 10) | Team teaching | |
| 11) | Action research | |
| 12) | Research discussions | |
| 13) | Research discussions | |
| 14) | Reflections |
| Course Notes / Textbooks: | Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: what can schools do to support professional development of their teachers?. Professional development in education, 47(4), 684-698. Ainscow, M., Calderón-Almendros, I., Duk, C., & Viola, M. (2024). Using professional development to promote inclusive education in Latin America: possibilities and challenges. Professional Development in Education , 1-18. Lu, Y. H. (2022). A case study of EMI teachers’ professional development: The impact of interdisciplinary teacher collaboration. RELC Journal, 53(3), 642-656. Moutiaga, S., & Papavassiliou-Alexiou, I. (2022). Promoting professional development of secondary school teachers in Greece: in-school training in managing student behaviour. Teacher Development, 26(4), 492-513. https://doi.org/10.1080/13664530.2022.2104918 Nawab, A., & Bissaker, K. (2021). Contextual factors influencing the effectiveness of professional development for teachers in rural Pakistan. Teacher development, 25(5), 706-727. Neubauer, D., & Wesely, P. (2023). K-12 world language teachers’ use of conferences as professional development. Teaching and Teacher Education, 124, 104042. Tualaulelei, E., & Halse, C. (2024). A scoping study of in-service teacher professional development for inter/multicultural education and teaching culturally and linguistically diverse students. Professional Development in Education, 50 (5), 847-861. Wang, C., & Jacobs, J. (2024). Speak up or stay silent: how does teachers’ verbal participation in a professional development programme relate to instructional outcomes?. Professional Development in Education , 1-18. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 20 |
| Homework Assignments | 1 | % 25 |
| Presentation | 1 | % 20 |
| Paper Submission | 1 | % 35 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 100 | |
| PERCENTAGE OF FINAL WORK | % | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Presentations / Seminar | 1 | 50 | 50 |
| Homework Assignments | 1 | 50 | 50 |
| Paper Submission | 1 | 50 | 50 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Possessing fundamental theoretical and factual knowledge in the field of language education | |
| 2) | Understanding key concepts related to English language teaching and second language acquisition, as well as the relationships between these concepts | |
| 3) | Following current developments in educational sciences and foreign language teaching | 5 |
| 4) | Understanding and evaluating curricula, strategies, approaches, methods, and techniques related to foreign language teaching | |
| 5) | Acquiring and developing practical skills related to language education | 3 |
| 6) | Effectively applying scientific and pedagogical knowledge in teaching processes | |
| 7) | Applying teaching strategies, methods, and techniques appropriate to students' proficiency levels and individual differences | |
| 8) | Utilizing academic and technological resources (including CALL and MALL) in the field of foreign language teaching | 4 |
| 9) | Selecting and developing appropriate instructional materials based on students’ needs | |
| 10) | Sharing knowledge and skills in language education with academic and professional communities | 2 |
| 11) | Continuously developing professionally by keeping up with recent advancements in foreign language teaching | 5 |
| 12) | Adapting teaching processes according to existing conditions and effectively implementing assessment and evaluation methods | |
| 13) | Demonstrating autonomy and responsibility in educational and teaching processes | 5 |