Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HISTORY of TURKISH EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. Hasan SAVAŞ |
| Assistant(s) | |
| Aim | To inform students about the educational process and educational institutions in the previous Turkish states, the role of education ın the establishment of the modern Turkish state, new educational reforms, and the ideas of main Turkish educators. |
| Course Content | This course contains; Education in the First Turkish States,Education in the First Turkish-Islamic States,Education in the Seljuks,Formal Education in the Ottoman State,Non-Formal Education in the Ottoman Empire,Education in Tanzimat and Meşrutiyet Period,Education in Republican Era,Education in One Party Era,Unification of Education,Village Institutes,Multi-Party Life and Education,Educational Reforms in the Republican Period,Republican Education Policies,Problems and Solutions in the Field of Education. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Reflects on the historical development of education in Turkey and consider its implications for current educational practices and future directions. | 16, 9 | A, E |
| Analyses the challenges and issues faced by the Turkish education system in different historical periods and how they have been addressed. | 16, 9 | A, E |
| Explores the historical foundations and evolution of the Turkish education system, tracing its development from historical periods to the present. | 16, 9 | A, E |
| Examines key educational policies and reforms implemented throughout Turkish history, understanding their impact on the education system and society. | 16, 9 | A, E |
| Gains insights into the cultural, social, and political contexts that have influenced the development of education in Turkey. | 16, 9 | A, E |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Education in the First Turkish States | Akyüz, 2012, Related chapter |
| 2 | Education in the First Turkish-Islamic States | Akyüz,2012, Related Chapter |
| 3 | Education in the Seljuks | Gündüz,2020, Related Topics |
| 4 | Formal Education in the Ottoman State | Gündüz,2020, Related Chapters |
| 5 | Non-Formal Education in the Ottoman Empire | Gündüz,2020, Related Chapters |
| 6 | Education in Tanzimat and Meşrutiyet Period | Gündüz,2020 Related Chapters |
| 7 | Education in Republican Era | Gündüz,2020, Related Chapters |
| 8 | Education in One Party Era | Gündüz,2020, Related Chapters |
| 9 | Unification of Education | Akyüz,2012, Related Chapter |
| 10 | Village Institutes | Akyüz, 2012, Related chapters |
| 11 | Multi-Party Life and Education | Gündüz,2020, Related Chapters |
| 12 | Educational Reforms in the Republican Period | Gündüz,2020 Related Chapters |
| 13 | Republican Education Policies | Gündüz,2020, Related Chapters |
| 14 | Problems and Solutions in the Field of Education | Gündüz,2020 Related Chapters |
| Resources |
| Mustafa Gündüz, Kronolojik ve Tematik Türk Eğitim Tarihi. İdeal Kültür Yay., 2020. Yahya Akyüz, Türk Eğitim Tarihi. Pegem Yay., 2012. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | ||||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | ||||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | ||||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | ||||||
| 15 | Knows the characteristics and structure of human language | ||||||
| 16 | Has native like fluency | ||||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 2 | 2 | 4 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 1 | 8 | 8 | |||
| Total Workload(Hour) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HISTORY of TURKISH EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. Hasan SAVAŞ |
| Assistant(s) | |
| Aim | To inform students about the educational process and educational institutions in the previous Turkish states, the role of education ın the establishment of the modern Turkish state, new educational reforms, and the ideas of main Turkish educators. |
| Course Content | This course contains; Education in the First Turkish States,Education in the First Turkish-Islamic States,Education in the Seljuks,Formal Education in the Ottoman State,Non-Formal Education in the Ottoman Empire,Education in Tanzimat and Meşrutiyet Period,Education in Republican Era,Education in One Party Era,Unification of Education,Village Institutes,Multi-Party Life and Education,Educational Reforms in the Republican Period,Republican Education Policies,Problems and Solutions in the Field of Education. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Reflects on the historical development of education in Turkey and consider its implications for current educational practices and future directions. | 16, 9 | A, E |
| Analyses the challenges and issues faced by the Turkish education system in different historical periods and how they have been addressed. | 16, 9 | A, E |
| Explores the historical foundations and evolution of the Turkish education system, tracing its development from historical periods to the present. | 16, 9 | A, E |
| Examines key educational policies and reforms implemented throughout Turkish history, understanding their impact on the education system and society. | 16, 9 | A, E |
| Gains insights into the cultural, social, and political contexts that have influenced the development of education in Turkey. | 16, 9 | A, E |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Education in the First Turkish States | Akyüz, 2012, Related chapter |
| 2 | Education in the First Turkish-Islamic States | Akyüz,2012, Related Chapter |
| 3 | Education in the Seljuks | Gündüz,2020, Related Topics |
| 4 | Formal Education in the Ottoman State | Gündüz,2020, Related Chapters |
| 5 | Non-Formal Education in the Ottoman Empire | Gündüz,2020, Related Chapters |
| 6 | Education in Tanzimat and Meşrutiyet Period | Gündüz,2020 Related Chapters |
| 7 | Education in Republican Era | Gündüz,2020, Related Chapters |
| 8 | Education in One Party Era | Gündüz,2020, Related Chapters |
| 9 | Unification of Education | Akyüz,2012, Related Chapter |
| 10 | Village Institutes | Akyüz, 2012, Related chapters |
| 11 | Multi-Party Life and Education | Gündüz,2020, Related Chapters |
| 12 | Educational Reforms in the Republican Period | Gündüz,2020 Related Chapters |
| 13 | Republican Education Policies | Gündüz,2020, Related Chapters |
| 14 | Problems and Solutions in the Field of Education | Gündüz,2020 Related Chapters |
| Resources |
| Mustafa Gündüz, Kronolojik ve Tematik Türk Eğitim Tarihi. İdeal Kültür Yay., 2020. Yahya Akyüz, Türk Eğitim Tarihi. Pegem Yay., 2012. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | ||||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | ||||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | ||||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | ||||||
| 15 | Knows the characteristics and structure of human language | ||||||
| 16 | Has native like fluency | ||||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |