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| Course Description |
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| Course Name |
: |
The History Of The Turkish Education |
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| Course Code |
: |
TEB308 |
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| Course Type |
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Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
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Instructor ÖMER ARSLANTAŞ
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| Learning Outcomes of the Course |
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Comprehends the historical development of Turkish educational system.
Evaluates the causes and the results of the revolutions in Turkish educational system.
Analyses the arrangements made in the field of teacher training in Turkey.
Knows about the improvements made in the field of education in Turkey.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
TEB308 The History Of The Turkish Education
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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The main purpose of this course is to teach students about education starting from the time of Turkish Hun Empire to Göktürks, Uighurs, Karahans, Ghaznavids, Seljuks, and Ottomans, to help them understand and interpret the history in the process of educational practices, to be able to explain the innovations in the field of education in Turkish Republic in terms of the Turkish educational and cultural history. |
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| Course Contents |
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The contents of this course include the history of the Turkish education from the point of view of educational fact of the Turkish educational history; the educational conditions prior to democracy and the institutions training teachers, Turkish Educational Revolution 1: Historical background plan of the revolution, ,philosophical, intellectual and political foundations of the revolution ; Turkish Educational Revolution 2: The law of education and teaching: comprehension, application and importance of its historical foundations ,secularism in Turkish educational system; Turkish Educational Revolution 3: Co-education and girls’ education, revolution of writing, national schools, public houses, foundation principles that the educational system of the Turkish Republic based on; Rural institutions , educational institutions and high schools of teachers, universities and educating teachers, progressions in Turkish educational system. |
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| Language of Instruction |
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Turkish |
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| Work Place |
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Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Pre-Islamic History of Turkish Education |
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Lecture-presentation, question and answer, discussion, research and analysis |
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2 |
The history of education in the first period when the Turks accepted Islam. |
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Lecture-presentation, question and answer, discussion, research and analysis |
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3 |
Education in Anatolian and Seljuks principalities |
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Lecture-presentation, question and answer, discussion, research and analysis |
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4 |
Education in Ottomans (1299-1776) from the foundation until the reform movements. |
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Lecture-presentation, question and answer, discussion, research and analysis |
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5 |
First reform movements period in education(1776-1839). |
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Lecture-presentation, question and answer, discussion, research and analysis |
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6 |
Educational History of Re-organizational Period |
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Lecture-presentation, question and answer, discussion, research and analysis |
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7 |
Education in the first Constitutional Monarchy and Abdülhamid II Periods |
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Lecture-presentation, question and answer, discussion, research and analysis |
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8 |
Mid-term Exam |
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9 |
Education in the second Constitutional Monarchy Period. |
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Lecture-presentation, question and answer, discussion, research and analysis |
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10 |
Education in War of Independence period |
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Lecture-presentation, question and answer, discussion, research and analysis |
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11 |
The revolutions made in education |
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Lecture-presentation, question and answer, discussion, research and analysis |
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12 |
Education in Republican Period |
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Lecture-presentation, question and answer, discussion, research and analysis |
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13 |
Education in Republican Period |
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Lecture-presentation, question and answer, discussion, research and analysis |
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14 |
Education in Republican Period |
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Lecture-presentation, question and answer, discussion, research and analysis |
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15 |
Education in Republican Period |
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Lecture-presentation, question and answer, discussion, research and analysis |
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16/17 |
Final Exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
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| |
| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
50 |
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Homeworks/Projects/Others |
4 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
They can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students. |
0 |
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2 |
They can monitor the students´ learning processes while using the traditional methods and techniques of measurement besides the alternative measurement and evaluation methods and techniques. |
0 |
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3 |
They can take individual and group responsibility to solve the problems encountered related to classroom management. |
0 |
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4 |
They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8. |
0 |
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5 |
They can criticise and/or explain the characteristics of philosophical, literary and other works of art. |
0 |
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6 |
They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any. |
0 |
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7 |
They can use the appropriate methods and techniques to help the students improve their higher thinking skills such as critical thinking, creative thinking and problem solving. |
0 |
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8 |
They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills. |
0 |
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9 |
They can develop appropriate learning materials and use the information and communication technologies in this process effectively. |
0 |
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10 |
They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects. |
0 |
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11 |
They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar. |
0 |
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12 |
They can evaluate the periods of Turkish literature and the important people, events and the phenomena. |
0 |
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13 |
They can acquire self-learning ability. |
0 |
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14 |
They can communicate effectively with students, teachers, friends, school management and parents. |
0 |
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15 |
They can improve themselves about the cultural and social aspects. |
5 |
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16 |
They have the knowledge and skills required by the field of study. |
5 |
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17 |
They can apply the basic principles and general objectives of education. |
4 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
10 |
3 |
30 |
| Assesment Related Works |
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Homeworks, Projects, Others |
4 |
5 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
3 |
3 |
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Final Exam |
1 |
4 |
4 |
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Total Workload: | 85 |
| Total Workload / 25 (h): | 3.4 |
| ECTS Credit: | 3 |
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