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Information
| Code | ELT825 |
| Name | Exploring Teacher Thinking |
| Term | 2024-2025 Academic Year |
| Term | Fall |
| 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. GÜLDEN İLİN |
| Course Instructor |
Prof. Dr. GÜLDEN İLİN
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The course aims to trigger the understanding of teachers' own and others' thinking in the area of teaching.
Course Content
The course is comprised of thinking studies, discussions on teaching related issues from different stand points and contribute to professional development of teachers through reflection and a constructivist perspective.
Course Precondition
Holding an M.A. in ELT
Resources
Taggart, L. G., & Wilson, P.W., (2005). Promoting Reflective Thinking in Teachers: 50 Action Strategies. USA Corwin Press.
Notes
Dewey, J. (1933). How we think. USA: Forgotten books.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Applies Zone of teachers' professional development by Vygotsky |
| LO02 | Studies Kelly's personal construct psychology and relates it to the real life examples. |
| LO03 | Defines the concept Thinking as a professional activity on the basis of his/her cogntion. |
| LO04 | Evaluates the intuitive basis for teachers' justifying. |
| LO05 | Designs activities to promote thinking and professional development. |
| LO06 | Conducts action research and case studies |
| LO07 | Evaluates supervision and practicum strategies for reflection and professional development |
| LO08 | Analyses tasks for reflection and professional development |
| LO09 | Identifies mental models |
| LO10 | Conducts metaphor studies. |
| LO11 | Uses Repertory Grid technique |
| LO12 | Explores Strauss and Glaser's Grounded theory |
| LO13 | Holds discussions on personal study designs |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | The students can critically analyze language learning theories | 5 |
| PLO02 | Bilgi - Kuramsal, Olgusal | The students can develop themselves professionally | |
| PLO03 | Bilgi - Kuramsal, Olgusal | The students can critically evaluate the research studies in the field | |
| PLO04 | Bilgi - Kuramsal, Olgusal | The students can join in collaborative team work | |
| PLO05 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can present his knowledge and share his experience in the field | |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | The students can think creatively to construct novice ideas | 4 |
| 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 | |
| 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 | |
| PLO11 | Bilgi - Kuramsal, Olgusal | The students can contribute to their fields by publishing their studies in journals | 5 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | The students can contribute to the goal of becoming an intellectual community |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Vygotsky's zone of teachers' proximal development | Discussion | |
| 2 | Kelly's personal construct psychology | Inidividual work | |
| 3 | Teaching as a professional thinking activity | Brain storming | |
| 4 | Intuitive basis for teachers' justifying | Problem solving | |
| 5 | Activities to promote thinking and professional development | Role playing | |
| 6 | Action research | Problem solving | |
| 7 | Case studies | Örnek olay | |
| 8 | Mid-Term Exam | Presentation | |
| 9 | Supervision and practicum strategies for reflection and professional development | Discussion | |
| 10 | Tasks for reflection and professional development | Group work | |
| 11 | Creating mental models | Group work | |
| 12 | Metaphor studies | Analogy | |
| 13 | Repertory Grid technique | Showing and applying | |
| 14 | Strauss and Glaser's Grounden Theory | Showing and applying | |
| 15 | Discussions on personal study designs | Discussion | |
| 16 | Term Exams | ||
| 17 | Term Exams |
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 | ||