MATHEMATICS (TURKISH, PHD) | |||||
PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ELT5021 | Inservice Teacher Education | Fall | 3 | 0 | 3 | 8 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Departmental Elective |
Course Level: | |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi YEŞİM KEŞLİ DOLLAR |
Course Lecturer(s): |
Prof. Dr. KENAN DİKİLİTAŞ |
Course Objectives: | The aim of this course is to create an online teaching portfolio which will reflect their study, work and materials they produced, and their reflective professional development throughout this course. |
The students who have succeeded in this course; • The students will be able to: 1. have a thorough knowledge of how the “Practicum” and “Observations” will be run 2. have gained insight on the benefits of designing a Teacher Program 3. conduct an action research in their actual classrooms |
This course is a practical course culminating in the participants' teaching in actual classrooms at a variety of levels. |
Week | Subject | Related Preparation | |
1) | Introduction of the Syllabus | ||
2) | Action research – readings, suggestions and discussion of possible topics | ||
3) | ISSUES: Methods (GT, AL, CLT, eclecticism, error correction, technology etc) | ||
4) | ISSUES: EIL, ELF, EMI, (non) native, etc | ||
5) | ISSUES: Content – grammar, vocab, skills, pragmatics, ESP, CLIL, critical pedagogy etc | ||
6) | ISSUES: Professional accountability (reflection, qualifications , beliefs, burnout, teaching style etc) | ||
7) | ISSUES: Classroom issues (management, dynamics etc) | ||
8) | ISSUES: Learner characteristics (age, gender, style, culture, personality, aptitude etc) | ||
9) | ISSUES: Learner behavior (strategic, metacognitive, autonomous etc) | ||
10) | Revision/catch up Workshop: Research reports | ||
11) | Seminar: Summary of key ideas and reaction | ||
12) | Skills development: Writing for publication/visual presentation | ||
13) | Course summary | ||
14) | Poster presentations | ||
15) | EXAM |
Course Notes: | Richards, J. (1998). Beyond Training. Cambridge University Press. Richards, J. (2005). Language Teaching Awareness: A Guide To Exploring Beliefs And Practices. Cambridge University Press. Richards, J. & Nunan, D. (1997). Second Language Teacher Education. Cambridge University Press. |
References: | Wallace, M. (1997). Training Foreign language teachers: A reflective Approach. Cambridge University Press. Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD: USA |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 3 | % 5 |
Laboratory | 0 | % 0 |
Application | 0 | % 0 |
Field Work | 0 | % 0 |
Special Course Internship (Work Placement) | 0 | % 0 |
Quizzes | 0 | % 0 |
Homework Assignments | 2 | % 20 |
Presentation | 1 | % 15 |
Project | 1 | % 30 |
Seminar | 0 | % 0 |
Midterms | 0 | % 0 |
Preliminary Jury | 0 | % 0 |
Final | 1 | % 30 |
Paper Submission | 0 | % 0 |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 0 | 0 | 0 |
Application | 3 | 9 | 27 |
Special Course Internship (Work Placement) | 2 | 4 | 8 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 4 | 12 | 48 |
Presentations / Seminar | 2 | 10 | 20 |
Project | 1 | 12 | 12 |
Homework Assignments | 4 | 10 | 40 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | 0 | 0 |
Midterms | 0 | 0 | 0 |
Paper Submission | 0 | 0 | 0 |
Jury | 0 | 0 | 0 |
Final | 1 | 2 | 2 |
Total Workload | 199 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution |