Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING PRACTICE II | - | Spring Semester | 2+6 | 5 | 12 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Hüseyin KOCAMAN |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ, Assist.Prof. Hüseyin KOCAMAN, Lect.Dr. Özlem ERKEK |
| Assistant(s) | Res. Assist. Eda Nur Güner |
| Aim | To enable prospective teachers to gain experience in the teaching profession. To enable them to apply the knowledge they have learned about secondary school mathematics teaching methods and techniques. To enable them to gain experience with micro-teaching practices and lectures at schools. To enable them to see the differences between planning and implementation by preparing and applying lesson plans. To prepare teacher candidates for the profession with practices such as classroom management, assessment and exam preparation. Planning activities in schools, preparing necessary educational materials, applying ability to use, evaluate and prepare portfolios is to gain. |
| Course Content | This course contains; Information about the course content,Discussion on the teaching principles and methods used in the mathematics course you are watching, the subject covered and the course materials.,Discussion on preparing a lesson plan in which students are active.,Going over lesson plans EBA TV observation sharing,Evaluation methods and techniques to be used in the learning and teaching. Go over lesson plans.,Sharing experiences and criticizing the lectures of prospective teachers who teach in schools.,Self-evaluation of the teacher candidate's individual professional competence,Go over lesson plans. Experience sharing and criticism of teacher candidates who teach in schools.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. Discussions on identified misconceptions.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. Going over lesson plans.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools.,Teaching experience course evaluation. Experiences and recommendations.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Applies previous knowledge and skills in the school environment | 10, 12, 6, 9 | A, E |
| Develops the competencies required by the teaching profession by practicing teaching in different classes of the practice school. | 6 | A, E, H |
| Discusses the grade levels and topics of the secondary school mathematics curriculum. | 10 | A, E |
| Analyzes the differences between the planned lesson and the applied lesson. | 10, 16 | A, E |
| Explains the work to be done in one day at the practice school. | 16, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Information about the course content | Watch a math lesson you choose from EBA TV. |
| 2 | Discussion on the teaching principles and methods used in the mathematics course you are watching, the subject covered and the course materials. | Watch a math lesson you choose from EBA TV. |
| 3 | Discussion on preparing a lesson plan in which students are active. | Prepare your first lesson plan. |
| 4 | Going over lesson plans EBA TV observation sharing | What can be positive and negative student behaviors during the lesson? search. |
| 5 | Evaluation methods and techniques to be used in the learning and teaching. Go over lesson plans. | Prepare your second lesson plan. |
| 6 | Sharing experiences and criticizing the lectures of prospective teachers who teach in schools. | Prepare open-ended exam questions for evaluation purposes, taking into account the achievements for any secondary school mathematics grade level. Prepare an answer key explaining how you will evaluate the exam you have prepared. |
| 7 | Self-evaluation of the teacher candidate's individual professional competence | Make observations on student behavior in the classroom while watching or teaching lessons in practice schools. |
| 8 | Go over lesson plans. Experience sharing and criticism of teacher candidates who teach in schools. | Prepare your third lesson plan. |
| 9 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. Discussions on identified misconceptions. | Note down the misconceptions you noticed in your lesson observations at schools. |
| 10 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. | Research the technological applications used in online courses. |
| 11 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. Going over lesson plans. | Prepare your fourth lesson plan. |
| 12 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. | Investigate the difficulties experienced by teachers in terms of classroom management. |
| 13 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. | Write a report that includes the problems experienced in the distance education process as a result of both your own experience and your observations and your views on how to solve these problems. |
| 14 | Teaching experience course evaluation. Experiences and recommendations. | Think about what the applications made in the teaching practice course add to you. |
| Resources |
| MEB Middle School Mathematics Curriculum middle school math textbooks |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 5 | 10 | 50 | |||
| Resolution of Homework Problems and Submission as a Report | 10 | 10 | 100 | |||
| Term Project | 10 | 5 | 50 | |||
| Presentation of Project / Seminar | 6 | 10 | 60 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 4 | 10 | 40 | |||
| Total Workload(Hour) | 358 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(358/30) | 12 | |||||
| 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 |
|---|---|---|---|---|---|
| TEACHING PRACTICE II | - | Spring Semester | 2+6 | 5 | 12 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Hüseyin KOCAMAN |
| Name of Lecturer(s) | Assist.Prof. Figen BOZKUŞ, Assist.Prof. Hüseyin KOCAMAN, Lect.Dr. Özlem ERKEK |
| Assistant(s) | Res. Assist. Eda Nur Güner |
| Aim | To enable prospective teachers to gain experience in the teaching profession. To enable them to apply the knowledge they have learned about secondary school mathematics teaching methods and techniques. To enable them to gain experience with micro-teaching practices and lectures at schools. To enable them to see the differences between planning and implementation by preparing and applying lesson plans. To prepare teacher candidates for the profession with practices such as classroom management, assessment and exam preparation. Planning activities in schools, preparing necessary educational materials, applying ability to use, evaluate and prepare portfolios is to gain. |
| Course Content | This course contains; Information about the course content,Discussion on the teaching principles and methods used in the mathematics course you are watching, the subject covered and the course materials.,Discussion on preparing a lesson plan in which students are active.,Going over lesson plans EBA TV observation sharing,Evaluation methods and techniques to be used in the learning and teaching. Go over lesson plans.,Sharing experiences and criticizing the lectures of prospective teachers who teach in schools.,Self-evaluation of the teacher candidate's individual professional competence,Go over lesson plans. Experience sharing and criticism of teacher candidates who teach in schools.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. Discussions on identified misconceptions.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. Going over lesson plans.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools.,Sharing experiences and criticizing the lectures of teacher candidates who teach in schools.,Teaching experience course evaluation. Experiences and recommendations.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Applies previous knowledge and skills in the school environment | 10, 12, 6, 9 | A, E |
| Develops the competencies required by the teaching profession by practicing teaching in different classes of the practice school. | 6 | A, E, H |
| Discusses the grade levels and topics of the secondary school mathematics curriculum. | 10 | A, E |
| Analyzes the differences between the planned lesson and the applied lesson. | 10, 16 | A, E |
| Explains the work to be done in one day at the practice school. | 16, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Information about the course content | Watch a math lesson you choose from EBA TV. |
| 2 | Discussion on the teaching principles and methods used in the mathematics course you are watching, the subject covered and the course materials. | Watch a math lesson you choose from EBA TV. |
| 3 | Discussion on preparing a lesson plan in which students are active. | Prepare your first lesson plan. |
| 4 | Going over lesson plans EBA TV observation sharing | What can be positive and negative student behaviors during the lesson? search. |
| 5 | Evaluation methods and techniques to be used in the learning and teaching. Go over lesson plans. | Prepare your second lesson plan. |
| 6 | Sharing experiences and criticizing the lectures of prospective teachers who teach in schools. | Prepare open-ended exam questions for evaluation purposes, taking into account the achievements for any secondary school mathematics grade level. Prepare an answer key explaining how you will evaluate the exam you have prepared. |
| 7 | Self-evaluation of the teacher candidate's individual professional competence | Make observations on student behavior in the classroom while watching or teaching lessons in practice schools. |
| 8 | Go over lesson plans. Experience sharing and criticism of teacher candidates who teach in schools. | Prepare your third lesson plan. |
| 9 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. Discussions on identified misconceptions. | Note down the misconceptions you noticed in your lesson observations at schools. |
| 10 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. | Research the technological applications used in online courses. |
| 11 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. Going over lesson plans. | Prepare your fourth lesson plan. |
| 12 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. | Investigate the difficulties experienced by teachers in terms of classroom management. |
| 13 | Sharing experiences and criticizing the lectures of teacher candidates who teach in schools. | Write a report that includes the problems experienced in the distance education process as a result of both your own experience and your observations and your views on how to solve these problems. |
| 14 | Teaching experience course evaluation. Experiences and recommendations. | Think about what the applications made in the teaching practice course add to you. |
| Resources |
| MEB Middle School Mathematics Curriculum middle school math textbooks |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |