At the end of this course, the students; 1) Define the basic concepts of programme and programme design 2) will be able to compare Turkish curricula in the historical process, 3) will be able to evaluate the current Turkish curriculum in various aspects 4) will be able to discuss Turkish curriculum in the context of teacher competencies 5) Experience course design processes
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
COURSE DEFINITION
Basic concepts related to curricula; the development of Turkish curricula from past to present; the approach, content and skills that the current Turkish curriculum aims to develop; learning and sub-learning areas; distribution and limits of achievements according to classes, relationship with other courses; the relationship between Turkish curricula between levels; methods, techniques, tools and materials used; measurement and evaluation approach; teacher qualifications.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Course content, principles and planning
2nd Week
General Teacher Qualifications, Turkish Language Teaching Teacher Qualifications
3rd Week
Basic concepts related to curricula
4th Week
Preparation and evaluation of teaching programmes(*1)
5th Week
2019 Turkish curriculum-I (general framework)
6th Week
2019 Turkish curriculum-II (learning areas, achievements, relationship with other courses)
7th Week
2019 Turkish curriculum-III (measurement and evaluation approach and sample measurement and evaluation tools)
8th Week
Midterm
9th Week
Pre-republican and republican Turkish curricula First school (grades 1-5) Turkish curricula
Akçay, A. & Kardaş, M. N. (Edt. )(2019). Türkçe dersi öğretim programları. Ankara: Pegem. T. C. Milli Eğitim Bakanlığı. (2018). Türkçe Dersi Öğretim Programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). http://mufredat.meb.gov.tr/Programlar.aspx
Zeynep DEMİRTAŞ, Eğitimde Program Değerlendirme Yaklaşımlarına Genel Bir Bakış* University Journal of Education, 7(4-özel sayı), 756-768. Şimşek, Nil Didem(2021) ?Türkçe Öğretim Programları?, Türkçe Öğretimine Genel Bir Bakış,(Ed: Fahri Temizyürek-Tuncay Türkben), Pegem Akademi Yıldırım, Çiğdem(2021) Türkçe Öğrenme ve Öğretim Yaklaşımları Türkçe Öğretimine Genel Bir Bakış,(Ed: Fahri Temizyürek-Tuncay Türkben), Pegem Akademi, s.357-380 MEB, Öğretim Programları Değerlendirme Raporu(2020),179-188
Temizyürek, F. & Balcı, A. (2006). Cumhuriyet Dönemi İlköğretim Okulları Türkçe Programları (1923-2004). Ankara: Nobel.
Hümeyra KUTLUBAY (2015), 1928?den Günümüze Kadar Türkçe Öğretim Programlarında Dil Bilgisi Öğretiminin Durumu, YL tezi
Göğüş, Beşir ?Anadili Olarak Türkçenin Öğretimine Tarihsel Bir Bakış?
Atik, Selçuk ve Necdet Aykaç. (2017), ?Türkçe Öğretim Programlarının Eğitim Programı Ögeleri Açısından Değerlendirilmesi?, Ahi Evran Üniversitesi.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Case Study,Lecture,Questions/Answers,Discussion,Presentation,Other
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
30
Practice
1
30
Project
1
30
Other
1
10
Total(%)
100
Contribution of In-term Studies to Overall Grade(%)
100
Contribution of Final Examination to Overall Grade(%)
0
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
1
2
2
Preparation for Quiz
Individual or group work
Preparation for Final exam
Course hours
13
2
26
Preparation for Midterm exam
1
15
15
Laboratory (including preparation)
Final exam
Homework
3
5
15
Project
1
35
35
Book Presentation
Total Workload
93
Total Workload / 30
3,1
ECTS Credits of the Course
3
LANGUAGE OF INSTRUCTION
Turkish
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
