Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
HISTORY of TURKISH EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
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. İlker ALTUNBAŞAK |
Name of Lecturer(s) | Lect. Tayyar TEPE |
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 |
Analyses the challenges and issues faced by the Turkish education system in different historical periods and how they have been addressed. | 16, 9 | A |
Explores the historical foundations and evolution of the Turkish education system, tracing its development from historical periods to the present. | 16, 9 | A |
Examines key educational policies and reforms implemented throughout Turkish history, understanding their impact on the education system and society | 16, 9 | A |
Gains insights into the cultural, social, and political contexts that have influenced the development of education in Turkey. | 16, 9 | A |
Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Education in the First Turkish States | Don't need pre-preparation |
2 | Education in the First Turkish-Islamic States | Don't need pre-preparation |
3 | Education in the Seljuks | Don't need pre-preparation |
4 | Formal Education in the Ottoman State | Don't need pre-preparation |
5 | Non-Formal Education in the Ottoman Empire | Don't need pre-preparation |
6 | Education in Tanzimat and Meşrutiyet Period | Don't need pre-preparation |
7 | Education in Republican Era | Don't need pre-preparation |
8 | Education in One Party Era | Don't need pre-preparation |
9 | Unification of Education | Don't need pre-preparation |
10 | Village Institutes | Don't need pre-preparation |
11 | Multi-Party Life and Education | Don't need pre-preparation |
12 | Educational Reforms in the Republican Period | Don't need pre-preparation |
13 | Republican Education Policies | Don't need pre-preparation |
14 | Problems and Solutions in the Field of Education | Don't need pre-preparation |
Resources |
Author: Collective, Turkish Education History Handbook, Grafiker Yayınları, 2016 |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
9 | Uses Turkish accurately and effectively. | X | |||||
10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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 | 10 | 2 | 20 | |||
Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
Term Project | 2 | 6 | 12 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 1 | 10 | 10 | |||
General Exam | 1 | 20 | 20 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 90 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 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 | - | Fall Semester | 2+0 | 2 | 3 |
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. İlker ALTUNBAŞAK |
Name of Lecturer(s) | Lect. Tayyar TEPE |
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 |
Analyses the challenges and issues faced by the Turkish education system in different historical periods and how they have been addressed. | 16, 9 | A |
Explores the historical foundations and evolution of the Turkish education system, tracing its development from historical periods to the present. | 16, 9 | A |
Examines key educational policies and reforms implemented throughout Turkish history, understanding their impact on the education system and society | 16, 9 | A |
Gains insights into the cultural, social, and political contexts that have influenced the development of education in Turkey. | 16, 9 | A |
Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Education in the First Turkish States | Don't need pre-preparation |
2 | Education in the First Turkish-Islamic States | Don't need pre-preparation |
3 | Education in the Seljuks | Don't need pre-preparation |
4 | Formal Education in the Ottoman State | Don't need pre-preparation |
5 | Non-Formal Education in the Ottoman Empire | Don't need pre-preparation |
6 | Education in Tanzimat and Meşrutiyet Period | Don't need pre-preparation |
7 | Education in Republican Era | Don't need pre-preparation |
8 | Education in One Party Era | Don't need pre-preparation |
9 | Unification of Education | Don't need pre-preparation |
10 | Village Institutes | Don't need pre-preparation |
11 | Multi-Party Life and Education | Don't need pre-preparation |
12 | Educational Reforms in the Republican Period | Don't need pre-preparation |
13 | Republican Education Policies | Don't need pre-preparation |
14 | Problems and Solutions in the Field of Education | Don't need pre-preparation |
Resources |
Author: Collective, Turkish Education History Handbook, Grafiker Yayınları, 2016 |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
9 | Uses Turkish accurately and effectively. | X | |||||
10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |