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. |
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Week |
Subject |
Related Preparation |
1) |
Definition of sociology, its emergence and development |
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2) |
Main concepts of sociology |
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3) |
Educational sociology, its emergence and develoment |
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4) |
Education and society, social phase of education |
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5) |
School as a social institution |
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6) |
Population and education |
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7) |
Teaching as a subject |
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8) |
Midterm |
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9) |
Social politics and education |
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10) |
Ecology and education |
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11) |
Development and education |
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12) |
Development and education(Cont) |
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13) |
Education and economy |
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14) |
Education and social values |
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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. |
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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. |
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2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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7) |
7. Design English language teaching curriculum and lesson plans. |
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8) |
8. Organize effective classrooms that promote English language learning. |
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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. |
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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. |
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11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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12) |
12. Take into consideration professional and ethical rules and principles. |
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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. |
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14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
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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. |
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16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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