ENGLISH LANGUAGE TEACHING
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
EDS1103 Educational Sociology Spring
Fall
 2 0 2 3
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Course Lecturer(s): Instructor NEŞE UYANIK
Course Objectives: To explain main differences between positive and social siences,to develop an insight about social sciences methodology, to gain knowledge about how sociology emerged and developed, to state the relationship between education and socology, to become aware of the contribution of sociology in the field of education, understanding and solving education problems, to acquire general aim and philosophy of sociology, to learn basic principles and concepts in sociology, to show the corelation and connection between education and sociology.

Learning Outputs

The students who have succeeded in this course;
- explains the main concepts related to the sociology of education,
- discuss the implications of the social effects of education,
- defines the education as a social institution,
- interpretes the relations between education and social classes and/or social mobility,
- explains the concept of equality of opportunity in education,
- gives examples to the educational issues of the developed and developing countries,
- interpretes the effects of education upon the society.

Course Content

Basic concepts of sociology: Society, social structure, social phenomenon, social event, etc .; pioneers of sociology (Ibn Khaldun, A. Comte, K. Marx, E. Durkheim, M. Weber et al.) and educational views; education in terms of basic sociological theories (functionalism, structuralism, symbolic interactionism, conflict theory, critical theory, phenomenology and ethnometodology); social processes (socialization, social stratification, social mobility, social change, etc.) and education; social institutions (family, religion, economy, politics) and education; The development of sociology and the sociology of education in Turkey (Ziya Gokalp, Ismail Hakki Baltacıoğlu, Nurettin Artillery, Mumtaz Turhan et al.); culture and education; school as a social, cultural, moral system and community.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Definition of sociology, its emergence and development
2) Main concepts of sociology
3) Educational sociology, its emergence and develoment
4) Education and society, social phase of education
5) School as a social institution
6) Population and education
7) Teaching as a subject
8) Midterm
9) Social politics and education
10) Ecology and education
11) Development and education
12) Development and education(Cont)
13) Education and economy
14) Education and social values

Sources

Course Notes: Akyüz, H. Eğitim Sosyolojisinin Temel Kavram ve Alanları Üzerine Bir Araştırma. Ankara: MEB Yayınları,1992. Dewey, J. Okul ve Toplum. Ankara: PegemA Yayıncılık,2008. -Doğan, İ. Eğitim Sosyolojisi. Ankara: Nobel Yayın Dağıtım, 2011. Doğan, İ. Sosyoloji: Kavramlar ve Sorunlar. Ankara: PegemA Yayıncılık,2002. -Gallino, L. Küreselleşme ve Eşitsizlik. Ankara: Dost Kitabevi Yayınları, 2007. Güneş, M. ve Güneş, H. Türkiye'de Eğitim Politikaları ve Sivil Toplum. Ankara: Anı Yayıncılık,2003. -Kongar, E. Demokrasi ve Kültür. Ankara: Remzi Kitabevi,1983.
References: Tezcan, M. (1997). Eğitim Sosyolojisi. Ankara Kaya, M. (1985). Eğitim Sosyolojisi. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi yayınları. Akyüz, H. (1991). Eğitim Sosyolojisinin Temel Kavramları Üzerine Bir Araştırma. İstanbul: Milli eğitim Bakanlığı Yayınları. Çelikkaya, H. (2013). Fonksiyonel eğitim sosyolojisiç Ankara: Nobel yayınları. Erkal, M. B. Baloğlu – F. Baloğlu (2004). Ansiklopedik Sosyoloji Sözlüğü. İstanbul: Der Yayınları.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Laboratory % 0
Application % 0
Field Work % 0
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments 1 % 25
Presentation % 0
Project % 0
Seminar % 0
Midterms 1 % 25
Preliminary Jury % 0
Final 1 % 40
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 60
PERCENTAGE OF FINAL WORK % 40
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 2 28
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 0 0 0
Presentations / Seminar 0 0 0
Project 0 0 0
Homework Assignments 1 15 15
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 1 15 15
Paper Submission 0 0 0
Jury 0 0 0
Final 1 25 25
Total Workload 83

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) 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.
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.
14) 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies.
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.
16) 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics.