| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS1102 | Educational Philosophy | Spring | 2 | 0 | 2 | 3 |
| 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: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Recommended Optional Program Components: | None |
| Course Objectives: | The aim of this course is to provide preservice teachers with a perspective of different educational philosophies, to introduce philosophical movements influencing the Turkish education system, to adopt consistent and changeable philosophical principles that overlap with universal and social values, and to reflect these principles in the learning-teaching process. |
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The students who have succeeded in this course; 1. To have knowledge about basic concepts of philosophy. 2. Has knowledge about basic philosophical movements. 3. Realizes the relationship between education and philosophy. 4. Learn educational philosophy approaches and the features of these approaches. 5. Create the philosophical preference for Education. 6. Describe how and why they will benefit from educational approaches when creating their own philosophy of education philosophy. 7. Know important philosophers' opinions about education. 8. Has knowledge about the philosophical foundations of Turkish education system. 9. Have knowledge about thinking and educational approaches that are effective in Turkey. |
| Fundamental issues and problem areas of philosophy; philosophy of ontology, knowledge and ethics / values; basic philosophical movements (idealism, realism, naturalism, empiricism, rationalism, pragmatism, existentialism, analytic philosophy) and education; educational philosophical movements (perennialism, fundamentalism, progressivism, reconstructionism, existentialist education, critical education, etc.); Educational views of some philosophers (Plato, Aristotle, Socrates, J. Dewey, Ibn-i Sina, Farabi, J. J. Rousseau etc.) in the Islamic world and in the West; individual differences and education; education in terms of some political and economic ideologies; currents of thought which are effective in Turkey; Philosophical foundations of Turkish education system |
| Week | Subject | Related Preparation |
| 1) | Relation of Philosophy to Daily Life | |
| 2) | Basic topics and problem areas of philosophy | |
| 3) | Philosophical Basic Concepts | |
| 4) | Basic philosophical movements | |
| 5) | Basic philosophical movements | |
| 6) | Relationship between Education and Philosophy / Approaches in Education Philosophy | |
| 7) | Midterm | |
| 8) | Western Philosophers' views of education | |
| 9) | Educational views of Turkish philosophers | |
| 10) | Educational views of Islamic philosophers | |
| 11) | Atatürk's views on education | |
| 12) | Education in terms of some political and economic ideologies | |
| 13) | Currents of thought which are effective in Turkey | |
| 14) | Basic Philosophical Movements of Turkish Education System |
| Course Notes / Textbooks: | -Cevizci, A. (2010) Felsefeye giriş, Ankara: Nobel Yayınları. -Cevizci, A. (2011) Eğitim felsefesi, Ankara: Say Yayınları. -Direk, N. (2002). Küçük prens üzerine düşünmek,İstanbul:Pan Yayıncılık. -Friere, P. (2010). Eleştirel pedagoji. (Çev.D.Hattatoğlu). İstanbul: Ayrıntı Yayınları. -Gaarder,J.(2002).Sofi?nin dünyası.(Çev.S.Yücesoy).İstanbul: Pan Yayıncılık. -Gutek,G.(2006).Eğitime felsefi ve ideolojik yaklaşımlar.(Çev.N.Kale). Ankara:Ütopya Yayınları. -Topses, G. (1982). Eğitim Felsefesi Temel Sorunları. Dayanışma yayınları -Sönmez, V. (2007). Eğitim felsefesi, Ankara: Anı Yayıncılık. |
| References: | - |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 5 |
| Presentation | 1 | % 10 |
| Project | 1 | % 15 |
| Midterms | 1 | % 25 |
| Final | 1 | % 45 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Presentations / Seminar | 1 | 3 | 3 |
| Project | 1 | 10 | 10 |
| Midterms | 1 | 15 | 15 |
| Final | 1 | 30 | 30 |
| Total Workload | 86 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | |
| 1) | 1 Speaks English well and uses concepts related to English Language education and pedagogical formation effectively. 2 Uses knowledge of teaching programs, approaches, methods and assessment and evaluation related to foreign language education. 3 Applies the most appropriate teaching strategies, methods and techniques taking into account the developmental characteristics and individual differences of the students. 4 Develops appropriate materials related to the subject in line with the needs of the students. 5 Integrates technology in foreign language education practices. | |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | 4 |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | 5 |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 5 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |