Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MORALS AND ETHICS in EDUCATION | İM1114931 | Fall Semester | 2+0 | 2 | 5 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. Hüseyin KOCAMAN |
| Assistant(s) | |
| Aim | This course aims to help students explain morality and ethics and the reflections of morality and ethics in education. |
| Course Content | This course contains; Basic concepts and theories about morality and ethics,Ethics, ethical principles and rules, professional ethics, relationship between ethics and law,The relationship between ethics, morality and education,Teaching as a social, cultural, legal and professional profession,Right of education, Rights and responsibilities in relations with education stakeholders,Ethical regulations regarding public administration, education and teachers in Türkiye,Unethical behavior in business, profession and education,Ethical decision making, ethical dilemmas, problems and solutions,Teacher as an ethical model and ethical principles of teaching profession,School principal as ethical leader,Morality in education and moral education in schools,Ethics in scientific research,Case studies. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the concept of ethics. | 5, 9 | C, E, L |
| Explains the concept of morality. | 5, 9 | C, E, L |
| Explains ethical theories. | 5, 9 | C, E, L |
| Explains general concepts related to ethics. | 5, 9 | C, E, L |
| Teaching Methods: | 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts and theories about morality and ethics | [1], [2], [3] |
| 2 | Ethics, ethical principles and rules, professional ethics, relationship between ethics and law | [1], [2], [3] |
| 3 | The relationship between ethics, morality and education | [1], [2], [3] |
| 4 | Teaching as a social, cultural, legal and professional profession | [1], [2], [3] |
| 5 | Right of education | [1], [2], [3] |
| 6 | Rights and responsibilities in relations with education stakeholders | [1], [2], [3] |
| 7 | Ethical regulations regarding public administration, education and teachers in Türkiye | [1], [2], [3] |
| 8 | Unethical behavior in business, profession and education | [1], [2], [3] |
| 9 | Ethical decision making, ethical dilemmas, problems and solutions | [1], [2], [3] |
| 10 | Teacher as an ethical model and ethical principles of teaching profession | [1], [2], [3] |
| 11 | School principal as ethical leader | [1], [2], [3] |
| 12 | Morality in education and moral education in schools | [1], [2], [3] |
| 13 | Ethics in scientific research | [1], [2], [3] |
| 14 | Case studies | [1], [2], [3] |
| Resources |
| [1] İlğan, A. (Last edition). Morality and ethics in education. Pegem Academy. [2] Şimşek, N., & Kaçar, T. (Last edition). Morality and ethics in education. Pegem Academy. [3] Ada, Ş., & Silman, F. (Last edition). Morality and ethics in education. Pegem Academy. |
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. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 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. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 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. | ||||||
| 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. | ||||||
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| MORALS AND ETHICS in EDUCATION | İM1114931 | Fall Semester | 2+0 | 2 | 5 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. Hüseyin KOCAMAN |
| Assistant(s) | |
| Aim | This course aims to help students explain morality and ethics and the reflections of morality and ethics in education. |
| Course Content | This course contains; Basic concepts and theories about morality and ethics,Ethics, ethical principles and rules, professional ethics, relationship between ethics and law,The relationship between ethics, morality and education,Teaching as a social, cultural, legal and professional profession,Right of education, Rights and responsibilities in relations with education stakeholders,Ethical regulations regarding public administration, education and teachers in Türkiye,Unethical behavior in business, profession and education,Ethical decision making, ethical dilemmas, problems and solutions,Teacher as an ethical model and ethical principles of teaching profession,School principal as ethical leader,Morality in education and moral education in schools,Ethics in scientific research,Case studies. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the concept of ethics. | 5, 9 | C, E, L |
| Explains the concept of morality. | 5, 9 | C, E, L |
| Explains ethical theories. | 5, 9 | C, E, L |
| Explains general concepts related to ethics. | 5, 9 | C, E, L |
| Teaching Methods: | 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts and theories about morality and ethics | [1], [2], [3] |
| 2 | Ethics, ethical principles and rules, professional ethics, relationship between ethics and law | [1], [2], [3] |
| 3 | The relationship between ethics, morality and education | [1], [2], [3] |
| 4 | Teaching as a social, cultural, legal and professional profession | [1], [2], [3] |
| 5 | Right of education | [1], [2], [3] |
| 6 | Rights and responsibilities in relations with education stakeholders | [1], [2], [3] |
| 7 | Ethical regulations regarding public administration, education and teachers in Türkiye | [1], [2], [3] |
| 8 | Unethical behavior in business, profession and education | [1], [2], [3] |
| 9 | Ethical decision making, ethical dilemmas, problems and solutions | [1], [2], [3] |
| 10 | Teacher as an ethical model and ethical principles of teaching profession | [1], [2], [3] |
| 11 | School principal as ethical leader | [1], [2], [3] |
| 12 | Morality in education and moral education in schools | [1], [2], [3] |
| 13 | Ethics in scientific research | [1], [2], [3] |
| 14 | Case studies | [1], [2], [3] |
| Resources |
| [1] İlğan, A. (Last edition). Morality and ethics in education. Pegem Academy. [2] Şimşek, N., & Kaçar, T. (Last edition). Morality and ethics in education. Pegem Academy. [3] Ada, Ş., & Silman, F. (Last edition). Morality and ethics in education. Pegem Academy. |
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. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 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. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 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. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |