TÜRKÇE
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Information
| Code | ELT820 |
| Name | Current Issues in Teacher Training |
| Term | 2022-2023 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | İngilizce |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. HASAN BEDİR |
Course Goal / Objective
The course builds a foundation in topics in teacher education research. It also aims to enable the graduate students to utilize frameworks to initiate, promote and sustain teacher development programs by providing high-level awareness of practical and theoretical teacher training; the relation of current theory and research to actual classroom through the concern of the language teaching profession worldwide as currently being discussed and debated in professional literature.
Course Content
The course builds a foundation in topics in teacher education research. It also aims to enable the graduate students to utilize frameworks to initiate, promote and sustain teacher development programs by providing high-level awareness of practical and theoretical teacher training; the relation of current theory and research to actual classroom through the concern of the language teaching profession worldwide as currently being discussed and debated in professional literature.
Course Precondition
None
Resources
Burton, J. (2009). Reflective practice. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 298-307). Cambridge, UK: Cambridge University Press. Crandall, J. A. & Christison, M. A. (2016). An overview of research in English language teacher education and professional development. In J. A. Crandall & M. A. Christison (Eds.) Global research on teacher education and professional development in TESOL (pp. 3-34). New York, NY: Routledge/Taylor & Francis Farrell S. C. (Ed.) (2015). International Perspectives on English Language Teacher Education. Basingstoke: Palgrave Macmillan. Moreira, M. A. (2009). Action research as a tool for critical teacher education towards learner autonomy. Innovation in Language Learning and Teaching, 3(3), 255-268.
Notes
Richards, J. C. (2009). Second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172-181). New York, NY: Cambridge University Press. Pickering, G. Gunashekar, P. (Eds.) (2014). Innovation in English Language Teacher Education. New Delhi: British Council. Johnston. B., Irujo, S. (Eds.) (2001). Research and Practice in Language Teacher Education: Voices from the Field. Minesota: Center for Advanced Research on Language Acquisitions
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Developing knowledge on Teacher Education/Training |
| LO02 | Learning Teacher Education/Training Professional Development Concepts |
| LO03 | Reviewing Literature on Teacher Education/Training |
| LO04 | Comprehending the 21st Century Teacher Education |
| LO05 | Comprehending the 21st Century Teacher skills and Competences |
| LO06 | Learning Technological Pedagogical Content Knowledge (TPACK) |
| LO07 | Comprehending the Teacher Education Systems of the Countries which are successful in PISA Exams |
| LO08 | The Features of Finland Teacher Educaion Sytem |
| LO09 | The Features of Estonia Teacher Educaion Sytem |
| LO10 | The Features of Singapore Teacher Educaion Sytem |
| LO11 | The Features of ChinaTeacher Educaion Sytem |
| LO12 | The Features of CanadaTeacher Educaion Sytem |
| LO13 | Compare and Contrasting Teacher Education Systems |
| LO14 | Developin projects on teacher education systems |
| LO15 | Presenting the projecton teacher education systems |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | The students can critically analyze language learning theories | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | The students can develop themselves professionally | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | The students can critically evaluate the research studies in the field | 5 |
| PLO04 | Bilgi - Kuramsal, Olgusal | The students can join in collaborative team work | 3 |
| PLO05 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can present his knowledge and share his experience in the field | 1 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | The students can think creatively to construct novice ideas | 3 |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | The students can apply scientific research methods in novel studies | |
| PLO08 | Bilgi - Kuramsal, Olgusal | The students can be aware of the ethical issues in their research studies | 2 |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can discuss their arguments with evidence | |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | The students can implement higher order thinking skills in solving problems | 4 |
| PLO11 | Bilgi - Kuramsal, Olgusal | The students can contribute to their fields by publishing their studies in journals | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | The students can contribute to the goal of becoming an intellectual community | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Meaning and Nature of Teacher Education | Reading | Öğretim Yöntemleri: Anlatım, Tartışma |
| 2 | Need, scope and Objectives of Teacher Education | Searching for the related topic | Öğretim Yöntemleri: Tartışma |
| 3 | Concept of Profession and Professionalism (Training, Education, Development, TPACK) | Reading | Öğretim Yöntemleri: Soru-Cevap |
| 4 | 21st Century Teacher Skills and Competences | Peer study and discussion | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 5 | Teacher Competences set by Turkish Ministry of National Education (MoNE) | Discussion on the topic | Öğretim Yöntemleri: Tartışma |
| 6 | Teacher Education/Training Methods | Lecture, Discussion | Öğretim Yöntemleri: Tartışma |
| 7 | International Perspectives on ELT Teacher Education | Lecture, Discussion | Öğretim Yöntemleri: Tartışma |
| 8 | Mid-Term Exam | Project Development, Performance Based Evaluation | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 9 | The history of ELT Teacher Education in Turkey | Reading on the topic | Öğretim Yöntemleri: Tartışma |
| 10 | Teacher Education in Finland | Question and Answer on the topic | Öğretim Yöntemleri: Tartışma |
| 11 | Teacher Education in Estonia | Making up questions and responses about the topic | Öğretim Yöntemleri: Tartışma |
| 12 | Teacher Education in Singapore | Lecture, Discussion, Question and Answer | Öğretim Yöntemleri: Tartışma |
| 13 | Teacher Education in China | Question and Answer | Öğretim Yöntemleri: Tartışma |
| 14 | Teacher Education in Canada | Watching the video in Youtube | Öğretim Yöntemleri: Tartışma |
| 15 | The Comperison of Teacher Education Systems | Discussion, Question and Answer | Öğretim Yöntemleri: Soru-Cevap |
| 16 | Term Exams | Project Development | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 17 | Term Exams | Performance Based Evaluation | Ölçme Yöntemleri: Performans Değerlendirmesi |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||