EPO612 - INITIAL TEACHER EDUCATION
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| INITIAL TEACHER EDUCATION | EPO612 | 2nd Semester | 3 | 0 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Project Design/Management Other: Group Seminars | |||||
| Instructor (s) | Prof. Nuray SenemoÄŸlu | |||||
| Course objective | The aim of this course is to provide students to develop models for teacher education in various levels and subjects in Turkey by examining the curricula, models and approaches of the initial teacher education in developed countries and Turkey | |||||
| Learning outcomes |
| |||||
| Course Content | History of initial teacher education models in Turkey; in recent years, initial teacher education models and programs in developed countries and in Turkey; researches in initial teacher education. | |||||
| References | McNeil, J. D. (2006). Contemporary curriculum in thought and action. Hoboken, NJ: John Wiley & Sons, Inc. Ornstein, A. C., & Behar, L. S. (Eds.). (1995). Contemporary issues in curriculum. Needham Heights, MA: Allyn & Bacon. Zook K. B. (2000). Instructional Design for Classroom Teaching and Learning. Wadsworth Publishing. Darling-Hammond L. (2006). Powerful Teacher Education: Lessons from Exemplary Programs. John Wiley & Sons, Inc. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | History of initial teacher education models in Turkey |
| Week 2 | History of initial teacher education models in Turkey |
| Week 3 | History of initial teacher education models in Turkey |
| Week 4 | Basic teacher education models in previous years |
| Week 5 | Basic teacher education models in previous years |
| Week 6 | Basic teacher education models in previous years |
| Week 7 | Basic teacher education models in previous years |
| Week 8 | Initial teacher education models and programs in developed countries and in Turkey |
| Week 9 | Initial teacher education models and programs in developed countries and in Turkey |
| Week 10 | Initial teacher education models and programs in developed countries and in Turkey |
| Week 11 | Initial teacher education models and programs in developed countries and in Turkey |
| Week 12 | Researches in initial teacher education |
| Week 13 | Researches in initial teacher education |
| Week 14 | Researches in initial teacher education |
| Week 15 | Preparation for the final exam |
| Week 16 | Final Exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 1 | 20 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 20 |
| Presentation | 1 | 20 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 40 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 3 | 60 |
| Percentage of final exam contributing grade succes | 1 | 40 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 1 | 6 | 6 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 7 | 98 |
| Presentation / Seminar Preparation | 1 | 21 | 21 |
| Project | 0 | 0 | 0 |
| Homework assignment | 1 | 25 | 25 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 18 | 18 |
| Total Workload | 32 | 80 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Able to comprehend the basic concepts, principles and theories of curriculum development. | X | ||||
| 2. Able to interpret the basic concepts, principles and theories of teaching?learning processes. | X | ||||
| 3. Able to analyze the basic concepts, principles and approaches of curriculum development. | X | ||||
| 4. Able to comprehend the basic concepts and principles of scientific research methods. | X | ||||
| 5. Able to carry out a research in a scientific way both individually and with a team. | X | ||||
| 6. Able to develop curricula in different levels and disciplines that are qualified as to enable students comprehend the nature of science. | X | ||||
| 7. Able to design effective teaching and learning environments in different levels and disciplines that will enhance meaningful learning. | X | ||||
| 8. Able to assess the effectiveness of curricula in different levels and disciplines. | X | ||||
| 9. Able to design/assess life-long learning programs for adults to realize the requirements of life-long learning. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest