ELT810 Personal&Professional Development

Genel Bilgi

Dersin Amacı / Hedefi

Bu dersin amacı öğrencilere mesleki ve kişisel gelişimin sürdürülebilir olduğu ve bunun için gerekli yöntem ve stratejilerin bulunduğunu göstermek ve tartışmaktır.

Dersin İçeriği

Öğrencilerin kişisel ve mesleki olarak gelişimlerini değerlendirip sürdürmelerini sağlayacak yöntem ve stratejileri paylaşılır. Kişisel ve mesleki gelişim kavramlarının tanımı. Gelişim ve eğitim kavramlarının arasındaki farklılık ve benzerliklerin açıklanması. Öğretmen kimliğinin tanımlanması. Kişisel ve mesleki gelişim için kullanılabilecek öğrenme teknik ve metotlarının tanıtılması

Dersin Ön Koşulu

ön koşul yok

Kaynaklar

Brown, H. D. (1987). Principles of language learning and teaching. San Francisco:Prentice Hall. Hedge, T. (2007). Teaching and learning in the language classroom.Oxford: OUP. Schunk, D. H. (2012). Leraning Theories: An educational perspective. Boston: Pearson . Taylor, G. R. (2002). Using Human learning strategies in the classroom. London: The Scarecrow press. Bawden, D. (2008). Origins and concepts of digital literacy. Digital literacies: Concepts, policies and practices, 30(2008), 17-32. Jensen, P. M. (2003). Learning ESL in a Community of Practice. Aalborg Universitet. Norton, B. (2001). Non-participation, imagined communities and the language classroom. In M. P. Breen (Ed.), Learner contributions to language learning: New Directions in Research (pp. 159 - 171). Essex, England: Pearson Education Paavola, S., Lipponen, L. & Hakkarainen, K. (2002) Epistemological foundations for CSCL: a comparison of three models of innovative knowledge communities, in: G. Stahl (Ed.) Computer-supported collaborative learning: foundations for a CSCL community. Proceedings of the Computer-Supported Collaborative Learning 2002 Conference (Mahwah, NJ, Lawrence Erlbaum). Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, U.K.: Cambridge, University Press. Watkins, C. (2005). Classrooms as learning communities: A review of research. London Review of Education, 3(1), 47-64. Li, R., Liu, H., Chen, Y., & Yao, M. (2022). Teacher engagement and self-efficacy: The mediating role of continuing professional Development and moderating role of teaching experience. Current psychology. [HTML] Stewart, M. (2021). Understanding learning: Theories and critique. University teaching in focus. researchgate.net Lee, I. & Yuan, R. E. (2021). Understanding L2 writing teacher expertise. Journal of Second Language Writing. Wallace, H. (2021). Planning in professional learning teams: Building trust, common language and deeper understanding of pedagogy. The Australian Educational Researcher. [HTML]

Notlar

Allwright, D. & Bailey, K.M. (1994). Focus on the language classroom. CUP. Arabski, J.& Wojtaszek, A. (2011). Individual learner differences in SLA. Toronto: Multilingual Matters. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London: Lawrence Erlbaum Associates. Ellis, R.(n.d.). Understanding second language acquisition.Oxford University Press. Littlewood, W. (1986). Foreign and second Language learning: language acquisition research and its implications fort he classroom. Cambridge University Pres. McLaughlin, B. (1989). Theories of Second Language learning. London: Edward Arnold. Nunan, D. (1989). Understanding language Classrooms: A guide for teacher –initiated action. Cambridge: Prentice Hall. Nunan, D. (1994). The learner centred curriculum. Cambridge University Pres. Richards, Jack,C., Platt, John,& Platt, Heidi. (1992). Longman dictionary of language teaching Applied Linguistics. England: Longman Group. Wenden, A.,& Rubin, J. (1987). Learner Strategies in Language Learning. Toronto: Prentice Hall. Öğrenci sunumları, ilgili videolar, makaleler

Dersin Öğrenme Çıktıları

Program Öğrenme Çıktıları ile İlişkisi

Haftalık Akış

Öğrenci İş Yükü - AKTS