Aim
The Department of English Language Teaching aims to train English teachers who can meet the needs of globalization. The department also aims to help teacher candidates to develop themselves both personally and professionally.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YGS and LYS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YGS and LYS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Fall Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
ELT1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | 2 | 2 | |
ELT1176850 | FOREIGN LANGUAGE I-GERMAN | English | 2 | 2 | 3 | |
ELT1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
ELT1114942 | INTRODUCTION to EDUCATION | English | 2 | 2 | 5 | |
ELT1114943 | EDUCATION SOCIOLOGY | English | 2 | 2 | 5 | |
ELT1114939 | ADVANCED READING and WRITING I | English | 3 | 3 | 7 | |
ELT1114941 | ORAL COMMUNICATION | English | 3 | 3 | 6 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
ELT1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | 2 | 2 | |
ELT1276860 | FOREIGN LANGUAGE II-GERMAN | English | 2 | 2 | 3 | |
ELT1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
ELT1214947 | EDUCATION PSYCHOLOGY | English | 2 | 2 | 5 | |
ELT1214944 | ADVANCED READING and WRITING II | English | 3 | 3 | 7 | |
ELT1214945 | STRUCTURE of ENGLISH | English | 2 | 2 | 4 | |
ELT1214946 | ORAL COMMUNICATION II | English | 3 | 3 | 7 |
Program Qualification
Theoretical, Factual
Can verbally express the specific terms and concepts in the field of teaching English
Can verbally express the basic concepts, principles and techniques in the field of teaching English
Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1- Based on the competencies gained in secondary education; Understanding the basic concepts related to the field and the relationships between concepts.
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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 12 - Knows the basic terminology |
2-The nature of the information has knowledge about the evaluation of its source, limits, accuracy, reliability and validity.
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3- Having basic knowledge about curricula.
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5 - Can analyze and solve a field-related problem by following scientific steps.
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4-Students have knowledge of basic development and learning characteristics.
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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 7 - Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps 8 - Follows the developments in his field in the light of life-long learning principle 10 - Can formulate a problem encountered both verbally and non-verbally. 12 - Knows the basic terminology 13 - Applies the basic skills 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, 18 - Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. |
5-They have knowledge about different national and international cultures.
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18 - Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. 17 - Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, |
1 - Can verbally express the specific terms and concepts in the field of teaching English
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SKILLS | |
Cognitive, Practical | |
1- Using basic information sources related to its field.
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12 - Knows the basic terminology 15 - Knows the characteristics and structure of human language 3 - Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. 2 - Can verbally express the basic concepts, principles and techniques in the field of teaching English 1 - Can verbally express the specific terms and concepts in the field of teaching English |
2- Explaining the basic events and phenomena related to his/her field with basic concepts related to his/her field.
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5 - Can analyze and solve a field-related problem by following scientific steps.
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3- Interpreting and evaluating the data by using the basic knowledge and skills acquired in the field.
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6 - Can solve a field-related problem on his own 5 - Can analyze and solve a field-related problem by following scientific steps. 4 - Can apply the necessary techniques in solving the problems encountered in the field of teaching English |
4-Defining and analyzing problems related to the field, developing evidence-based solution suggestions.
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18 - Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. 17 - Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, |
17 - Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, 18 - Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | |
13 - Applies the basic skills 18 - Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | |
COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Conducting a basic level study related to the field independently.
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7 - Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps 8 - Follows the developments in his field in the light of life-long learning principle 6 - Can solve a field-related problem on his own 5 - Can analyze and solve a field-related problem by following scientific steps. 13 - Applies the basic skills |
2- Taking responsibility in individual and group work.
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4 - Can apply the necessary techniques in solving the problems encountered in the field of teaching English 5 - Can analyze and solve a field-related problem by following scientific steps. 6 - Can solve a field-related problem on his own 7 - Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps 8 - Follows the developments in his field in the light of life-long learning principle 9 - Consults colleagues in the process of finding solutions to a field-related problem. |
3- Recognizing himself/herself as an individual; using his/her creative and strengths and improving his/her weaknesses.
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9 - Consults colleagues in the process of finding solutions to a field-related problem. 10 - Can formulate a problem encountered both verbally and non-verbally. 11 - By having social responsibility, makes use of professional experiences in solving problems. |
Learning Competence | |
1- Evaluating the basic knowledge and skills with a critical approach.
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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 5 - Can analyze and solve a field-related problem by following scientific steps. 10 - Can formulate a problem encountered both verbally and non-verbally. |
2- Identifiying learning needs and guiding learning.
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18 - Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. 17 - Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, 15 - Knows the characteristics and structure of human language 14 - Can effectively use language learning strategies |
3- Directing his/her education to an advanced education level in the same field or to a profession at the same level.
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7 - Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps 8 - Follows the developments in his field in the light of life-long learning principle 9 - Consults colleagues in the process of finding solutions to a field-related problem. |
4- Developing a positive attitude towards lifelong learning.
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10 - Can formulate a problem encountered both verbally and non-verbally. 9 - Consults colleagues in the process of finding solutions to a field-related problem. 8 - Follows the developments in his field in the light of life-long learning principle |
Communication and Social Competence | |
1-Being sensitive to the events/ developments on the agenda of the society and the world and following these developments.
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2- Informing the relevant persons and institutions at the level of basic knowledge and skills in the field.
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11 - By having social responsibility, makes use of professional experiences in solving problems.
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3- Sharing his/her thoughts and solution suggestions for problems with people by supporting them with scientific information.
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11 - By having social responsibility, makes use of professional experiences in solving problems. 8 - Follows the developments in his field in the light of life-long learning principle |
4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.
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4 - Can apply the necessary techniques in solving the problems encountered in the field of teaching English 9 - Consults colleagues in the process of finding solutions to a field-related problem. 11 - By having social responsibility, makes use of professional experiences in solving problems. |
5- Using information and communication technologies at the basic level of the European Computer Use License.
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5 - Can analyze and solve a field-related problem by following scientific steps. 9 - Consults colleagues in the process of finding solutions to a field-related problem. |
6- Living in different cultures and adapting to social life.
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16 - Has native like fluency 15 - Knows the characteristics and structure of human language 14 - Can effectively use language learning strategies 9 - Consults colleagues in the process of finding solutions to a field-related problem. |
8 - Follows the developments in his field in the light of life-long learning principle
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Field-based Competence | |
1-Setting an example for the society with his/her appearance, attitude, attitude and behaviors.
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11 - By having social responsibility, makes use of professional experiences in solving problems.
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2- Acting in accordance with democracy, human rights, social, scientific and professional ethical values.
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7 - Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps 11 - By having social responsibility, makes use of professional experiences in solving problems. |
3- Acting and participates in quality management and processes.
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8 - Follows the developments in his field in the light of life-long learning principle
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4-Having sufficient awareness in environmental protection and occupational safety issues.
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9 - Consults colleagues in the process of finding solutions to a field-related problem.
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5-Being aware of the national and universal sensitivities expressed in the Basic Law of National Education.
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11 - By having social responsibility, makes use of professional experiences in solving problems. 7 - Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps |
6- As an individual, he/she is acting in accordance with the laws, regulations and legislation related to his/her duties, rights and responsibilities.
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11 - By having social responsibility, makes use of professional experiences in solving problems. 8 - Follows the developments in his field in the light of life-long learning principle |
10 - Can formulate a problem encountered both verbally and non-verbally. 9 - Consults colleagues in the process of finding solutions to a field-related problem. 7 - Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps 4 - Can apply the necessary techniques in solving the problems encountered in the field of teaching English |
Employment Opportunities
Graduates of English Language Teaching Department can work in many fields including private and public schools, and universities.Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. Course achievement grade is obtained by evaluating the student's midterm and midterm exams, applied studies, group studies and similar studies in the semester and the overall exam. For all courses, students who do not get at least 50 points from the general exam are considered unsuccessful. To be successful in the course, at least 60 points or 2,27 success times should be achieved.Head of Department/Program
Head Of Department
Doç.Dr. Aynur KESEN MUTLULearning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Storytelling Techniques | Imagining, predicting, identifying the problem, empathizing | Semi-structured problem situation texts |
Peer Teaching Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Self-regulated learning | Students organize their behavior according to their interests, curiosities, goals, objectives, in-depth research and investigation, extensive reading, listening and watching, repeating a performance | Cognitive strategies, models and techniques |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Short Answer Exam | ||
Multiple-Choice Exam | ||
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Portfolio Task | It is used to assess students holistically (intellectually, behaviorally, socially). It includes at least one year of student activities. In special cases, it may be for a semester. | Sample protfolios, checklists, rubrics, rating scales |
Peer Assessment Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
Self Assessment Technique | Self-evaluation of the student's own learning product or performance is applied in terms of developing the student's reflective thinking skills. The results of self- evaluation are examined by the instructor. | Self-assessment form (can be used in the form of checklist rubric, grading scale) |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 |
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ADVANCED READING and WRITING I | 1 | 2 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 3 | 2 | 2 | 4 | 4 | 1 | 4 | 1 | 1 |
ADVANCED READING and WRITING II | 3 | 2 | 0 | 0 | 3 | 2 | 0 | 2 | 2 | 5 | 2 | 3 | 3 | 2 | 3 | 5 | 5 | 5 |
APPROACHERS to ENGLISH LANGUAGE TEACHING I | 5 | 5 | 5 | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 3 | 3 |
APPROACHERS to ENGLISH LANGUAGE TEACHING II | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 3 | 4 | 5 | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 4 |
CAREER PLANNING and DEVELOPMENT | 1 | 2 | 2 | 2 | 1 | 1 | 3 | 5 | 4 | 2 | 2 | 3 | 1 | 2 | 1 | 1 | 1 | 1 |
CLASSROOM MANAGEMENT | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 3 | 4 | 5 | 2 | 5 | 4 | 2 | 2 | 1 | 3 | 0 |
COMMUNITY SERVICE PRACTICES | 2 | 1 | 1 | 4 | 2 | 2 | 4 | 3 | 3 | 3 | 5 | 1 | 4 | 3 | 3 | 4 | 3 | 3 |
CULTURE and LANGUAGE | 3 | 3 | 2 | 4 | 4 | 3 | 3 | 4 | 5 | 2 | 3 | 5 | 2 | 1 | 2 | 0 | 2 | 3 |
DEVELOPING COURSE CONTENT in TEACHING ENGLISH LANGUAGE | 3 | 3 | 2 | 5 | 4 | 4 | 3 | 5 | 4 | 3 | 3 | 4 | 4 | 5 | 5 | 4 | 5 | 5 |
EDUCATION PSYCHOLOGY | 4 | 3 | 3 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 2 | 4 | 3 | 4 | 4 | 3 | 4 | 3 |
EDUCATION SOCIOLOGY | 2 | 1 | 0 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 0 | 0 | 2 | 2 | 1 |
ENGLISH LITERATURE I | 1 | 2 | 2 | 2 | 1 | 1 | 3 | 3 | 1 | 5 | 3 | 1 | 5 | 5 | 5 | 5 | 5 | 5 |
ENGLISH LITERATURE II | 2 | 3 | 3 | 2 | 1 | 1 | 2 | 3 | 1 | 5 | 1 | 1 | 5 | 5 | 5 | 5 | 5 | 5 |
ETHICS in EDUCATION | 1 | 1 | 3 | 3 | 3 | 4 | 3 | 3 | 1 | 3 | 4 | 2 | 2 | 1 | 1 | 1 | 2 | 1 |
EXTRACURRICULAR ACTIVITIES in EDUCATION | 4 | 2 | 1 | 2 | 3 | 1 | 4 | 5 | 3 | 1 | 2 | 1 | 3 | 1 | 1 | 1 | 1 | 1 |
FOREIGN LANGUAGE I-GERMAN | 1 | 1 | 1 | 3 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 4 | 4 | 3 | 1 | 2 | 1 |
FOREIGN LANGUAGE II-GERMAN | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 4 | 3 | 1 | 2 | 1 |
GUIDANCE in SCHOOLS | 2 | 2 | 2 | 3 | 3 | 3 | 4 | 3 | 4 | 3 | 2 | 2 | 2 | 1 | 1 | 1 | 4 | 3 |
HUMAN RELATIONS and COMMUNICATION | 4 | 4 | 3 | 4 | 4 | 4 | 0 | 4 | 3 | 3 | 3 | 4 | 4 | 4 | 5 | 5 | 4 | 4 |
INSTRUCTIONAL PRINCIPLES and METHODS | 3 | 2 | 2 | 2 | 2 | 2 | 4 | 3 | 2 | 3 | 2 | 2 | 2 | 1 | 1 | 1 | 3 | 2 |
INTRODUCTION to EDUCATION | 4 | 2 | 4 | 4 | 4 | 2 | 2 | 3 | 3 | 2 | 2 | 4 | 3 | 3 | 2 | 1 | 3 | 1 |
LINGUISTICS I | 2 | 3 | 2 | 3 | 4 | 3 | 4 | 5 | 4 | 2 | 4 | 5 | 2 | 1 | 4 | 1 | 2 | 2 |
LINGUISTICS II | 1 | 1 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 4 | 2 | 2 | 4 | 1 | 3 | 3 |
MEASUREMENT and EVALUATION in EDUCATION | 3 | 4 | 3 | 4 | 4 | 4 | 3 | 5 | 3 | 3 | 2 | 5 | 5 | 3 | 5 | 4 | 5 | 4 |
MEDIA LITERACY | 2 | 2 | 2 | 4 | 3 | 3 | 1 | 5 | 4 | 3 | 4 | 2 | 2 | 1 | 1 | 2 | 3 | 1 |
MICRO TEACHING | 3 | 3 | 2 | 5 | 3 | 2 | 3 | 1 | 4 | 5 | 1 | 3 | 5 | 4 | 2 | 4 | 4 | 4 |
ORAL COMMUNICATION | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 3 | 4 | 4 | 4 | 2 | 3 |
ORAL COMMUNICATION II | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 3 | 3 | 3 | 4 | 1 | 1 |
PROJECT DEVELOPMENT in EDUCATION | 3 | 3 | 2 | 4 | 4 | 3 | 3 | 4 | 3 | 4 | 4 | 2 | 4 | 3 | 3 | 4 | 3 | 3 |
SCHOOL PRACTICUM in TEFL I | 4 | 4 | 3 | 5 | 3 | 4 | 4 | 2 | 2 | 2 | 4 | 3 | 5 | 5 | 5 | 5 | 5 | 5 |
SCHOOL PRACTICUM in TEFL II | 3 | 3 | 3 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
SECOND LANGUAGE ACQUISITION | 4 | 4 | 4 | 4 | 3 | 4 | 3 | 5 | 5 | 4 | 4 | 5 | 5 | 4 | 1 | 1 | 5 | 3 |
SPECIAL EDUCATION and INCLUSION | 1 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 3 | 3 |
STRUCTURE of ENGLISH | 4 | 3 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 4 | 2 | 1 | 5 | 1 | 2 | 2 |
TEACHING ENGLISH LANGUAGE SKILLS I | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 4 |
TEACHING ENGLISH LANGUAGE SKILLS II | 4 | 5 | 4 | 3 | 4 | 3 | 4 | 2 | 4 | 4 | 4 | 5 | 5 | 3 | 3 | 3 | 5 | 4 |
TEACHING FOREIGN LANGUAGE to YOUNG LEARNERS I | 4 | 3 | 3 | 3 | 2 | 3 | 4 | 3 | 2 | 3 | 2 | 4 | 3 | 4 | 4 | 4 | 5 | 3 |
TEACHING FOREIGN LANGUAGE to YOUNG LEARNERS II | 3 | 3 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 1 | 1 | 4 | 4 | 4 | 4 | 4 | 5 | 5 |
TEACHING LANGUAGE and LITERATURE I | 3 | 3 | 2 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 2 | 4 | 5 | 4 | 4 | 5 | 5 | 5 |
TEACHING LANGUAGE and LITERATURE II | 3 | 4 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 1 | 5 | 5 | 5 | 4 | 5 | 5 | 5 |
TEST PREPARATION in ENGLISH LANGUAGE TEACHING | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 5 | 3 | 2 | 2 | 5 | 5 | 3 | 5 | 4 | 5 | 4 |
TRANSLATION | 2 | 2 | 0 | 4 | 2 | 3 | 1 | 4 | 2 | 3 | 3 | 2 | 4 | 1 | 3 | 4 | 3 | 4 |
TURKISH EDU. SYSTEM and SCHOOL MANAGEMENT | 3 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 3 | 1 | 2 | 2 | 1 | 0 | 1 | 1 | 0 | 0 |
İlişkili Ders Sayısı / 43/48 | 121 | 117 | 99 | 132 | 120 | 111 | 112 | 138 | 123 | 124 | 110 | 136 | 149 | 126 | 130 | 124 | 145 | 126 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
---|---|---|---|---|---|---|
Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
Ders güncel konu ve konuklarla desteklenir. | ||||||
Yukarıdaki sorular dışında iletmek istedikleriniz |