COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
EDS1226	Behaviours and Practices of Effective Teachers	Fall Spring	2	0	2	4

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Prof. Dr. ÖZLEM KARAIRMAK TEKDURMAZ
Recommended Optional Program Components:	None
Course Objectives:	This course is designed to provide students with information about the behaviors and practices of effective teachers. The problems encountered especially in the early years of the teaching profession and the inability to solve these problems effectively may cause many teachers to feel burnout, lack of motivation and inevitably leave the profession in three years. In this context, this course will provide students with the opportunity to discuss the steps they should follow on the path to become an effective teacher within the framework of 21st century skills such as adaptability, flexibility, collaboration, and communication.

Learning Outcomes

The students who have succeeded in this course;
Explain the meaning of becoming an effective teacher.
Understand the qualities of effective teachers.
Explain the ways that effective teachers use to build positive relationships with students.
Explain how effective teachers plan and implement instruction.
Discuss how effective teachers set the rules and routines.
Analyze the practices of effective teachers to manage students’ behaviors.
Discuss the practices for monitoring students’ progress.

Course Content

What is an effective teacher? Characteristics of effective teachers Teacher as the authority The first days of school Classroom rules and routines Teacher as a person (Establish caring relationship) Being an “Effective Teacher” in the eyes of stakeholders Teacher as an instructor (Plan and implement the instruction) Official Holiday Teacher as an effective classroom manager (Manage and maintain behavior) Monitoring students’ progress and potential Advice from effective teachers Teacher Typologies: How do teachers behave in the class? Reviewing the previous topics and discussing the “Effective Teacher Skills Checklists”

Teaching Methods and Techniques Used in the Course
-Case Study
-Technology Assisted Learning
-Reading
-Simulation
-Individual Work
-Cooperative Learning

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction to course and requirements
2)	What is an effective teacher?
3)	Characteristics of effective teachers
4)	Teacher as the authority The first days of school
5)	Classroom rules and routines
6)	Teacher as a person (Establish caring relationship)
7)	Midterm
8)	Being an “Effective Teacher” in the eyes of stakeholders
9)	Teacher as an instructor (Plan and implement the instruction)
10)	Teacher as an effective classroom manager (Manage and maintain behavior)
11)	Monitoring students’ progress and potential
12)	Advice from effective teachers
13)	Teacher Typologies: How do teachers behave in the class?
14)	Reviewing the previous topics and discussing the “Effective Teacher Skills Checklists”

Sources

Course Notes / Textbooks:
References:	Brookfield, S. D. (2008). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons. Stronge, J. H. (2018). Qualities of effective teachers. ASCD.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 50
Final	1	% 50
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Study Hours Out of Class	14	6	84
Homework Assignments	1	35	35
Final	1	2	2
Total Workload			149

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards.
2)	To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration.
3)	To develop competencies related to software languages, operating systems, computer networks and computer hardware.
4)	To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
5)	To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.
6)	To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.
7)	To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education.
8)	To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach.
9)	To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements.
10)	To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.
11)	To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology.
12)	To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.
13)	To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology.
14)	To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world.
15)	To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.