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Information
| Code | ELT811 |
| Name | Teacher Education in ELT |
| Term | 2024-2025 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. ZUHAL OKAN |
Course Goal / Objective
To familiarize students with the history and current state of second language teacher education (SLTE). To equip students with the basic issues and practices in SLTE. To encourage students to question and evaluate their assumptions, their awareness and their knowledge in teaching, and modify these if needed.
Course Content
Theories and practices in second language teacher education are dealth with in addition to some current issues in the field such as teacher identity and classroom research
Course Precondition
None
Resources
Burns, A. and J.Richards. 2009. The Cambridge Guide to SLTE. CUP Johnson, K. 2009. Second Language Teacher Education:A Sociocultual perspective. Routledge. Richards, J. 1998. Beyond Training. CUP. Richards,J and D.Nunan. 1990. Second Language Teacher Education. CUP. Roberts, J. 1998. Language Teacher Education. Arnold
Notes
Articles
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | The student learns theories and practices in second language teacher education |
| LO02 | She analyses teacher education models. |
| LO03 | She learns how to conduct classroom research. |
| LO04 | She learns and discusses some concepts in the area. |
| LO05 | She analyses current teaching practices from a socio-cultural persepective |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | The students can critically analyze language learning theories | 3 |
| 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 | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | The students can join in collaborative team work | 1 |
| 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 | |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | The students can apply scientific research methods in novel studies | 3 |
| 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 | 2 |
| 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 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Conceptual base of SLTE | DEBATE | Öğretim Yöntemleri: Anlatım, Tartışma |
| 2 | Current models | Lecture, discussion | Öğretim Yöntemleri: Tartışma, Anlatım |
| 3 | Theories of language learning and teaching | look at literature | Öğretim Yöntemleri: Beyin Fırtınası |
| 4 | Constructivism and SLTE | scan relevant lit. | Öğretim Yöntemleri: Tartışma |
| 5 | Critical language teacher education | study resources | Öğretim Yöntemleri: Tartışma |
| 6 | A Socio-cultural perspective | review books | Öğretim Yöntemleri: Tartışma |
| 7 | Teacher cognition | DISCUSSION | Öğretim Yöntemleri: Soru-Cevap |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Ödev |
|
| 9 | Teacher identity | study references | Öğretim Yöntemleri: Tartışma |
| 10 | Native speaker/non-native speaker dichotomy | review of lit | Öğretim Yöntemleri: Beyin Fırtınası |
| 11 | Second Language Teacher Education and research | reading reference books | Öğretim Yöntemleri: Tartışma |
| 12 | From theory to practice Practical experience | reading practice notes | Öğretim Yöntemleri: Tartışma |
| 13 | Classroom research | looking at cases | Öğretim Yöntemleri: Grup Çalışması |
| 14 | Research in C | case analysis | Öğretim Yöntemleri: Grup Çalışması |
| 15 | Action research | deliberation on different situations | Öğretim Yöntemleri: Örnek Olay |
| 16 | Asssesment | Written exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | project | Ölçme Yöntemleri: Ödev |
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 | 13 | 13 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 155 | ||
| Total Workload / 25 (h) | 6,20 | ||
| ECTS | 6 ECTS | ||