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| Course Description |
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| Course Name |
: |
Teacher Cognition in Action |
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| Course Code |
: |
ELT 750 |
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| Course Type |
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Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. GÜLDEN İLİN
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| Learning Outcomes of the Course |
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Has the ability to sort out problems s/he encounters in the classroom setting
Reflects on ways to enhance classroom incidents through action cycles
Improves habit of systematic thinking
Develops professionally
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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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 aim of this course is to contribute to the course takers systematic thinking skills to be able to solve the problems teachers may encounter in the classroom and thus, add to their professional development. |
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| Course Contents |
: |
Models of reflective thinking
Techniques for facilitating reflective activities
Assessing reflective thinking
Observational learning
Reflective activities
Use of practicum strategies
Narrative reflection
Creating mental models
The relationship between reflection and action research
Creating reflective thinking through action research
Theories of consciousness and unconsciousness
The tension in evidence-based practice and reflective practice
Becoming as an appropriate metaphor to understand professional learning
Using metaphor and symbolism as analysis
the linkages to action research and critical creativity |
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| Language of Instruction |
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English |
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| Work Place |
: |
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 |
Models of reflective thinking |
reading |
brainstorming and discussion |
|
2 |
Techniques for facilitating reflective activities |
reading |
brainstorming and discussion |
|
3 |
Assessing reflective thinking |
reading |
brainstorming and discussion |
|
4 |
Observational learning |
reading |
brainstorming and discussion |
|
5 |
Reflective activities |
reading |
brainstorming and discussion |
|
6 |
Use of practicum strategies |
reading |
brainstorming and discussion |
|
7 |
Narrative reflection |
reading |
brainstorming and discussion |
|
8 |
Midterm |
|
|
|
9 |
Creating mental models |
reading |
brainstorming and discussion |
|
10 |
The relationship between reflection and action
research |
reading |
brainstorming and discussion |
|
11 |
Creating reflective thinking through action research |
reading |
brainstorming and discussion |
|
12 |
Theories of consciousness and unconsciousness |
reading |
brainstorming and discussion |
|
13 |
The tension in evidence-based practice and
reflective practice |
reading |
brainstorming and discussion |
|
14 |
Becoming as an appropriate metaphor to understand professional learning |
reading |
brainstorming and discussion |
|
15 |
Using metaphor and symbolism as analysis
the linkages to action research and critical creativity |
reading |
brainstorming and discussion |
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16/17 |
Final |
Researching |
individual /pair/group work |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Burns, A., (2010), Action Research in English Language Teaching. UK Routledge
Marshall, K., (2009), Rethinking Teacher Suupervision and Evaluation.San Francisco, CA. Jossey-Bass
Mc Intosh, P., (2010). Action Research and Reflective Practice: Creative and visual methods to facilitate reflection and learning. UK and New York Routledge
Taggart, L. G., & Wilson, P.W., (2005), Promoting Reflective Thinking in Teachers: 50 Action Strategies. USA Corwin Press.
Lier, V.L., (2007), Action-based Teaching, Autonomy and IdentityInnovation in Language Learning and TeachingVol. 1, No. 1, 2007
Scanlon, L., (2011) (ed). Becoming a professional: an interdisciplinary analysis of becoming a professional. Australia Springer
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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 |
52 |
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Homeworks/Projects/Others |
1 |
48 |
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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
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Creates more productive classroom environment through in-class research and solve problems. |
5 |
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2 |
Uses their awareness of affective factors in classroom environment to create more productive educational environment. |
5 |
|
3 |
Uses theories about culture in second language teaching. |
5 |
|
4 |
Creates teaching syllabus and evaluate it. |
5 |
|
5 |
Benefits from first language acquisition theories in their practices. |
5 |
|
6 |
Reflect their knowledge about research methods in their thesis proposals and thesis writings. |
5 |
|
7 |
Knows and applies language teaching methods. |
5 |
|
8 |
Benefits from language teaching methods in specific purposes in classroom environment. |
5 |
| * 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 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
5 |
70 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
15 |
15 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
8 |
8 |
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Final Exam |
1 |
15 |
15 |
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Total Workload: | 150 |
| Total Workload / 25 (h): | 6 |
| ECTS Credit: | 6 |
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