TÜRKÇE
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Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SNFZ406 |
| Name | Education in Rural Areas |
| Term | 2026-2027 Academic Year |
| Semester | 8. Semester |
| Duration (T+A) | 2-1 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 2.5 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | FE Field Education Courses C Compulsory |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Arş.Gör. Dr. Fatma KARAÇOBAN |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
This course aims to equip pre-service primary school teachers with the knowledge and skills required to effectively plan and implement teaching practices in rural contexts. It focuses on multi-grade teaching, resource-limited instruction, socio-cultural adaptation, and school-community collaboration
Course Content
This course examines the concept and practices of rural education from both national and global perspectives. Topics include multi-grade teaching, curriculum adaptation, digital divide, socio-cultural dynamics, school-community partnerships, teacher resilience, and alternative education models. The course integrates theoretical knowledge with practical applications such as case studies, material design, and project development.
Course Precondition
There are no prerequisites for this course.
Resources
The course content aligns with the frameworks and recommendations of Ministry of National Education, UNESCO, and OECD.
Notes
Karakuş, F. (2016). Öğretmen Adaylarının Birleştirilmiş Sınıf Öğretmeni Olmaya Yönelik Yeterlik Algıları. Electronic Turkish Studies, 11(19). Karakuş, F. (2019). Birleştirilmiş Sınıflarda Öğretim dersine yönelik öğretim programı geliştirme çalışması. Yayımlanmamış doktora tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explain the concept of rural education in national and international contexts. |
| LO02 | Analyze the structure and challenges of rural education in Türkiye. |
| LO03 | Design instructional strategies suitable for multi-grade classrooms |
| LO04 | Adapt the national curriculum to rural contexts. |
| LO05 | Develop low-cost and context-appropriate teaching materials. |
| LO06 | Plan effective school-community collaboration processes. |
| LO07 | Propose solutions to challenges encountered in rural education settings. |
| LO08 | Evaluate teacher resilience and professional identity in rural contexts. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 3 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 5 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans/ implements/ evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 4 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 4 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 4 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 4 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 1 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 1 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | 4 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 1 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | 3 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | 5 |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | 3 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to rural education | There are no prerequisites for this course. | Öğretim Yöntemleri: Bireysel Çalışma |
| 2 | Rural education in Türkiye | There are no prerequisites for this course. | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 3 | Global perspectives | There are no prerequisites for this course. | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 4 | Multi-grade teaching | There are no prerequisites for this course. | Öğretim Yöntemleri: Grup Çalışması |
| 5 | Classroom management | There are no prerequisites for this course. | Öğretim Yöntemleri: Rol Oynama |
| 6 | Curriculum adaptation | There are no prerequisites for this course. | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 7 | Contextual teaching | There are no prerequisites for this course. | Öğretim Yöntemleri: Alıştırma ve Uygulama |
| 8 | Mid-Term Exam | There are no prerequisites for this course. | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
| 9 | Digital divide | There are no prerequisites for this course. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 10 | Socio-cultural factors | There are no prerequisites for this course. | Öğretim Yöntemleri: Alıştırma ve Uygulama, Örnek Olay |
| 11 | School-community relations | There are no prerequisites for this course. | Öğretim Yöntemleri: Örnek Olay |
| 12 | Teacher resilience | There are no prerequisites for this course. | Öğretim Yöntemleri: Problem Çözme |
| 13 | Alternative models | There are no prerequisites for this course. | Öğretim Yöntemleri: Örnek Olay |
| 14 | Project development | There are no prerequisites for this course. | Öğretim Yöntemleri: Proje Temelli Öğrenme |
| 15 | Final review | There are no prerequisites for this course. | Öğretim Yöntemleri: Anlatım |
| 16 | Term Exams | There are no prerequisites for this course. | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | There are no prerequisites for this course. | Ölçme Yöntemleri: Yazılı Sınav |
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 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 14 | 14 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 1 | 1 |
| Final Exam | 1 | 1 | 1 |
| Total Workload (Hour) | 100 | ||
| Total Workload / 25 (h) | 4,00 | ||
| ECTS | 4 ECTS | ||