| 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 |
| EDS3102 | Morals and Ethics in Education | Fall | 2 | 0 | 2 | 3 |
| 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 : | Prof. Dr. BERNA GÜLOĞLU |
| Course Objectives: | The aim of this course is to guide learners by analyzing the situations that arise in the framework of moral and ethical rules, as well as by making personal decisions and being a good worker. |
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The students who have succeeded in this course; At the end of this course, teacher candidates will be able to; 1. comprehend basic concepts and principles of moral and ethics, 2. analyze the relationships between teaching profession and ethical principles, 3. apply program development principles, models and theories in ethical problems encountered in real life, 4. evaluate ethical violations, ethical dilemmas, problems and solutions, 5. being moral and willing to be ethical. |
| Basic concepts and theories about morality and ethics Ethical principles, ethical rules, work morality/ethics Social, cultural, moral, ethical aspects of teaching profession Education and learning rights, ethical principles in education, instruction, learning and evaluation Ethical principles in relationships between education stakeholders (employers/administrator, colleagues, parents, professional organizations and the public) Moral/ethical responsibilities of educational/school administrators, parents and students Unethical behaviors in professional life Public administration, education and ethics regulations regarding teachers in Turkey Unethical behaviors, ethical dilemmas, problems, and solutions in school and education Morality/ethics education and ethics committees in the school The school administrator and teacher as a moral/ethical leader |
| Week | Subject | Related Preparation | |
| 1) | Basic concepts and theories about morality and ethics | ||
| 2) | Basic concepts and theories about morality and ethics | ||
| 3) | Ethical principles, ethical rules, work morality/ethics | ||
| 4) | Ethical principles, ethical rules, work morality/ethics | ||
| 5) | Social, cultural aspects of teaching profession | ||
| 6) | Moral, ethical aspects of teaching profession | ||
| 7) | Education and learning rights, ethical principles in education, instruction, learning and evaluation | ||
| 8) | Ethical principles in relationships between education stakeholders (employers/administrator, colleagues, parents, professional organizations and the public) | ||
| 9) | Moral/ethical responsibilities of educational/school administrators, parents and students | ||
| 10) | Unethical behaviors in professional life | ||
| 11) | Public administration, education and ethics regulations regarding teachers in Turkey | ||
| 12) | Unethical behaviors, ethical dilemmas, problems, and solutions in school and education | ||
| 13) | Morality/ethics education and ethics committees in the school | ||
| 14) | The school administrator and teacher as a moral/ethical leader | ||
| Course Notes: | Bilen, M. (2009). Sağlıklı insan ilişkileri. Ankara: Anı Yayıncılık. Bilen, M. (2014). Plandan uygulamaya öğretim. Ankara: Yargı Yayınevi Ertürk, S. (2013). Eğitimde program geliştirme. Ankara: Edge Akademi. Ertürk, S. (1993). Diktaci tutum ve demokrasi. Kültür Bakanliği. MEB. (2015). Eğitimciler için mesleki etik ilkeler. Erişim Adresi Milli Eğitim Bakanlığı Etik komisyonu. (2018). Etik nedir? Erişim Adresi: http://etik.meb.gov.tr/bilgi.html Nietzsche, F. (2003). Ahlakın Soykütüğü Üzerine. çev. Ahmet İnam, İstanbul: Say Yayınları. Nietzsche, F. (2009). İyinin ve kötünün ötesinde, Çev. Ahmet İnam, İstanbul: Say Yayınları. Özçelik, D. A. (2013). Okullarda ölçme ve değerlendirme öğretmen el kitabı. Ankara: Pegem Akademi. Özçelik, D. A. (2014). Eğitim programları ve öğretim. Ankara: Pegem Akademi Yayıncılık Senemoğlu, N. (2017). Gelişim öğrenme ve öğretim. (25. baskı). Ankara: Anı Yayıncılık Tepe, H. (2011). Etik ve metametik. Türkiye Felsefe Kurumu. |
| References: |
| 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 | 2 | % 40 |
| Presentation | 1 | % 10 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| 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 | |
| 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 | 1 | 5 | 5 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 2 | 15 | 30 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 20 | 20 |
| Total Workload | 83 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Be able to organize events, for the development of critical and creative thinking and problem solving skills, by using appropriate methods and techniques. | |
| 2) | Ability to make individual and team work on issues related to working and social life. | |
| 3) | Ability to transfer ideas and suggestions, related to topics about his/her field of interest, written and verball. | |
| 4) | Ability to use mathematical knowledge in technology. | |
| 5) | To apply mathematical principles to real world problems. | |
| 6) | Ability to use the approaches and knowledge of other disciplines in Mathematics. | |
| 7) | Be able to set up and develope a solution method for a problem in mathematics independently, be able to solve and evaluate the results and to apply them if necessary. | |
| 8) | To be able to link abstract thought that one has to concrete events and to transfer the solutions and examine and interpret the results scientifically by forming experiments and collecting data. |