| 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 |
| EDS1001 | Introduction to Educational Sciences | Fall | 2 | 2 | 3 | 6 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Lecturer(s): |
Assoc. Prof. BERNA GÜLOĞLU Instructor NEŞE UYANIK Dr. Öğr. Üyesi MUSTAFA POLAT |
| Recommended Optional Program Components: | - |
| Course Objectives: | To develop a general understanding regarding the field of education. and introduce the students with the basics of educational sociology, philosophy, pioneers and history. |
|
The students who have succeeded in this course; • Explain the basics terms of education. * Know the characteristics of effective teachers • Compare and contrast the main philosophies related to the field of education. • Understand the importance of philosophy in developing instructional systems and curriculum • Comprehend the sociological foundations of education. • Understand the importance of sociology in educational settings and crowds. • Explain the historical framework and historical development of the field of education, in national and universal context. • Conceive the important pioneers in the field of education. • Relate historical facts and development to current educational events, processes, activities. |
| Basic concepts and terminology of education, characteristics of effective teachers, sociology of education, pioneers in education, philosophies of education, history of world education, history of Turkish education. |
| Week | Subject | Related Preparation |
| 1) | Introduction. Understanding Teaching Profession. | Course slides |
| 2) | Characteristics of Effective Teachers | Course notes |
| 3) | Sociology of education | Ballentine, J.H. (1989). Ch1: “Sociology of education”. The Sociology of Education: A Systematic Analysis. London: Prentice-Hall.) |
| 4) | Sociology of education | Orstein, A.C., Levine, D.U., Guek, G., Vocke, D.E.. Foundations of Education. 12th Edition Ch.10 |
| 5) | Sociology of Education (cont) | Ornstein & Levine, 12th ed / Ch.10-11 |
| 6) | Sociology of Education (cont) | Ornstein & Levine, 12th Ed / Ch11 |
| 7) | History of Education / World | Ornstein & Levine, 5th Ed / Ch.3 |
| 8) | History of Education / World (cont) | Ornstein & Levine, 5th Ed / Ch.3 |
| 9) | Philosophical foundations of education | Ornstein & Levine, 5th Ed / Ch12 |
| 10) | Philosophical foundations of education (cont) | Ornstein & Levine, 5th Ed / Ch12 |
| 11) | Pioneers in Education | Ornstein & Levine, 5th Ed / Ch 4 |
| 12) | Pioneers in education (cont) | Ornstein & Levine, 5th Ed / Ch 4 |
| 13) | History of Education / Turkey | * Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) * Course slides |
| 14) | History of Education / Turkey (cont.) | * Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) * Course slides |
| 15) | Final exams | - |
| 16) | Final exams | - |
| Course Notes / Textbooks: | Orstein, A.C., Levine, D.U., Guek, G., Vocke, D.E.. Foundations of Education. 5 th & 12th Editions. |
| References: | • Ballentine, J.H. (1989). Ch1: “Sociology of education” (pp.40-54). The Sociology of Education:A Systematic Analysis. London: Prentice-Hall.) • Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Homework Assignments | 1 | % 25 |
| Midterms | 1 | % 25 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Homework Assignments | 1 | 40 | 40 |
| Midterms | 1 | 20 | 20 |
| Final | 1 | 30 | 30 |
| Total Workload | 160 | ||
| 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. | |
| 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. |