Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING PRACTICE I | İM4112367 | Fall Semester | 2+6 | 5 | 10 |
| 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. Hüseyin KOCAMAN, Assist.Prof. Figen BOZKUŞ, Assist.Prof. Esra YEMENLİ, Assist.Prof. Damla SÖNMEZ, Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Assistant(s) | Res. Assist. Nisa GÖKÇE, Res. Assist. Zeynep ARSLAN |
| Aim | To ensure that teacher candidates have knowledge and experience about the teaching process in schools. Within the scope of this course, it is aimed that the pre-service teacher will get to know the school, students and the teaching profession from different aspects and form a basis for the courses he will take in the undergraduate program. |
| Course Content | This course contains; Course Introduction - Internship Practice Guide review homework,Watching the following videos and discussion Doğan Cüceloğlu videosu: Özünü keşfetmek https://www.youtube.com/watch?v=NnW0Q1oDczQ Teddy nin videosu https://www.youtube.com/watch?v=8iBsNynLdvI ,Information on teaching practice content. Watching Doğan Cüceloğlu's video “The locomotive of the country is the teacher” and discussion ,Identifying the questions for the interview assignment as a class.,Informing the students about Assignment 2. Discussion on "What to consider when preparing a lesson plan".,Interview assignment submission. Homework 1. Sharing teacher answers you collected through the interview.,Article discussion Information about assignment 3 will be given.,Examining teacher qualifications and laws regarding teachers,Assignment 2 submission. Sharing lesson plans in class and giving feedback.,Watching and discussing sample mathematics lesson video (it can be one of the TIMMS videos),Video Presentations + Lesson plan and video reviews,Video Presentations + Lesson plan and video reviews,Video Presentations + Lesson plan and video reviews,Video Presentations + Lesson plan and video reviews. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Recognizes the teaching and organization of the school with a systematic approach | 10, 16, 9 | A, E |
| Applies the knowledge and skills she has acquired before in the school environment. | 12, 5, 6 | 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 middle school mathematics curriculum. | 10 | A, E |
| Shares own observations and experiences in practice schools with her friends and instructor. | 16 | A, E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course Introduction - Internship Practice Guide review homework | Reading lecture notes (Sample Internship Practice Guide) |
| 2 | Watching the following videos and discussion Doğan Cüceloğlu videosu: Özünü keşfetmek https://www.youtube.com/watch?v=NnW0Q1oDczQ Teddy nin videosu https://www.youtube.com/watch?v=8iBsNynLdvI | "How to be an effective teacher?" Please search about this issue. |
| 3 | Information on teaching practice content. Watching Doğan Cüceloğlu's video “The locomotive of the country is the teacher” and discussion | Literature review about online teaching tools. |
| 4 | Identifying the questions for the interview assignment as a class. | Think about the questions you want to ask the teacher you are going to interview. Come to class by taking notes. |
| 5 | Informing the students about Assignment 2. Discussion on "What to consider when preparing a lesson plan". | How is the lesson plan prepared? Please search. |
| 6 | Interview assignment submission. Homework 1. Sharing teacher answers you collected through the interview. | Read the article uploaded to MEBİS. |
| 7 | Article discussion Information about assignment 3 will be given. | Read the article uploaded to MEBİS |
| 8 | Examining teacher qualifications and laws regarding teachers | Literature review on "What are teacher qualifications?" |
| 9 | Assignment 2 submission. Sharing lesson plans in class and giving feedback. | Prepare your lesson plan. |
| 10 | Watching and discussing sample mathematics lesson video (it can be one of the TIMMS videos) | Peer assessment assignment submission |
| 11 | Video Presentations + Lesson plan and video reviews | Be prepared to teach your lesson plan like a teacher. |
| 12 | Video Presentations + Lesson plan and video reviews | Be prepared to teach your lesson plan like a teacher. |
| 13 | Video Presentations + Lesson plan and video reviews | Be prepared to teach your lesson plan like a teacher. |
| 14 | Video Presentations + Lesson plan and video reviews | portfolio submission |
| Resources |
| MEB middle school mathematics curriculum Middle school mathematics textbooks (5, 6, 7, 8th grade) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | X | |||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | 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 | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 5 | 25 | |||
| Term Project | 12 | 6 | 72 | |||
| Presentation of Project / Seminar | 4 | 20 | 80 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 5 | 10 | 50 | |||
| Total Workload(Hour) | 303 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(303/30) | 10 | |||||
| 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 I | İM4112367 | Fall Semester | 2+6 | 5 | 10 |
| 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. Hüseyin KOCAMAN, Assist.Prof. Figen BOZKUŞ, Assist.Prof. Esra YEMENLİ, Assist.Prof. Damla SÖNMEZ, Assist.Prof. Melisa KARAKAYA ÖZTÜRK |
| Assistant(s) | Res. Assist. Nisa GÖKÇE, Res. Assist. Zeynep ARSLAN |
| Aim | To ensure that teacher candidates have knowledge and experience about the teaching process in schools. Within the scope of this course, it is aimed that the pre-service teacher will get to know the school, students and the teaching profession from different aspects and form a basis for the courses he will take in the undergraduate program. |
| Course Content | This course contains; Course Introduction - Internship Practice Guide review homework,Watching the following videos and discussion Doğan Cüceloğlu videosu: Özünü keşfetmek https://www.youtube.com/watch?v=NnW0Q1oDczQ Teddy nin videosu https://www.youtube.com/watch?v=8iBsNynLdvI ,Information on teaching practice content. Watching Doğan Cüceloğlu's video “The locomotive of the country is the teacher” and discussion ,Identifying the questions for the interview assignment as a class.,Informing the students about Assignment 2. Discussion on "What to consider when preparing a lesson plan".,Interview assignment submission. Homework 1. Sharing teacher answers you collected through the interview.,Article discussion Information about assignment 3 will be given.,Examining teacher qualifications and laws regarding teachers,Assignment 2 submission. Sharing lesson plans in class and giving feedback.,Watching and discussing sample mathematics lesson video (it can be one of the TIMMS videos),Video Presentations + Lesson plan and video reviews,Video Presentations + Lesson plan and video reviews,Video Presentations + Lesson plan and video reviews,Video Presentations + Lesson plan and video reviews. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Recognizes the teaching and organization of the school with a systematic approach | 10, 16, 9 | A, E |
| Applies the knowledge and skills she has acquired before in the school environment. | 12, 5, 6 | 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 middle school mathematics curriculum. | 10 | A, E |
| Shares own observations and experiences in practice schools with her friends and instructor. | 16 | A, E |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course Introduction - Internship Practice Guide review homework | Reading lecture notes (Sample Internship Practice Guide) |
| 2 | Watching the following videos and discussion Doğan Cüceloğlu videosu: Özünü keşfetmek https://www.youtube.com/watch?v=NnW0Q1oDczQ Teddy nin videosu https://www.youtube.com/watch?v=8iBsNynLdvI | "How to be an effective teacher?" Please search about this issue. |
| 3 | Information on teaching practice content. Watching Doğan Cüceloğlu's video “The locomotive of the country is the teacher” and discussion | Literature review about online teaching tools. |
| 4 | Identifying the questions for the interview assignment as a class. | Think about the questions you want to ask the teacher you are going to interview. Come to class by taking notes. |
| 5 | Informing the students about Assignment 2. Discussion on "What to consider when preparing a lesson plan". | How is the lesson plan prepared? Please search. |
| 6 | Interview assignment submission. Homework 1. Sharing teacher answers you collected through the interview. | Read the article uploaded to MEBİS. |
| 7 | Article discussion Information about assignment 3 will be given. | Read the article uploaded to MEBİS |
| 8 | Examining teacher qualifications and laws regarding teachers | Literature review on "What are teacher qualifications?" |
| 9 | Assignment 2 submission. Sharing lesson plans in class and giving feedback. | Prepare your lesson plan. |
| 10 | Watching and discussing sample mathematics lesson video (it can be one of the TIMMS videos) | Peer assessment assignment submission |
| 11 | Video Presentations + Lesson plan and video reviews | Be prepared to teach your lesson plan like a teacher. |
| 12 | Video Presentations + Lesson plan and video reviews | Be prepared to teach your lesson plan like a teacher. |
| 13 | Video Presentations + Lesson plan and video reviews | Be prepared to teach your lesson plan like a teacher. |
| 14 | Video Presentations + Lesson plan and video reviews | portfolio submission |
| Resources |
| MEB middle school mathematics curriculum Middle school mathematics textbooks (5, 6, 7, 8th grade) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | X | |||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | X | |||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | X | |||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | X | |||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |