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| Course Description |
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| Course Name |
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The History Of The Turkish Education |
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| Course Code |
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SBG202 |
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| Course Type |
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Compulsory |
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| Level of Course |
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First Cycle |
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| Year of Study |
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2 |
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| Course Semester |
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Spring (16 Weeks) |
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| ECTS |
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2 |
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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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Defines the classroom teaching subject areas (Mathematics, Turkish, Science and Technology, Life Science, and Social Studies Visual Arts, Music, Physical Education, etc.) and describes the their concepts and principles.
Evaluates students´ developmental characteristics and their role in learning.
Evaluates important people, events and phenomena in the historical process, in terms of their effects to the educational practices.
Uses the process of generating scientific knowledge to solve problems in the field of classroom teaching.
Uses primary (Grade 1-5) classroom teaching programs (Turkish, mathematics, science and technology, social science, life science, physical education, music, visual arts, etc.) and the specific teaching strategies, methods and techniques to implement these programs.
Explains the attributes of art products in the light of the artistic critique.
Uses appropriate methods and techniques for the development of his/her students´ higher-order thinking skills such as critical thinking, creative thinking and problem solving.
Takes students´ developmental characteristics, individual differences, teaching and learning processand characteristics of the subject area into account while planning, implementing and evaluating.
Assesses the learning processes of students using different methods and techniques of measurement and evaluation. ,
Uses information and communication technologies effectively for the development of effective teaching and learning processes. and to create appropriate learning materials.
Takes individual and group responsibility for solving problems encountered in classroom teaching practices.
Takes individual and group responsibility for solving problems encountered in classroom teaching practices.
Evaluates information critically by gaining self-learning ability.
Shares his/her ideas solutions to problems related to teaching effectively.
Communicate effectively with his/her students,friends, school management and develops strategies for family involvement and support.
Uses the basic principles and general objectives of education within the scope of the education system and the school management .
Develops social projects and activities in order to make a livable environment.
Makes self-assessment/expresses his/her personal opinion by following artistic and scientific events, the national and international current events happening around.
Improves himself/herself constantly in accordance with his/her interests and abilities by identifying the training needs in scientific, cultural, artistic and social fields as well as professional development.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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Turkish Folk Dance
AI 101 Ataturks Principles and History of Turkish Revolut
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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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Starting from the Turkish Hun Empire, including Göktürks, Uighurs, Karahans, Ghaznavids, Seljuks to Ottomans to get the students to understand and interpret educational practices in the process of history, explain the innovations and applications made in the field of education in the Turkish Republic from the perspective of educational and cultural history. |
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| Course Contents |
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The contents of this course include information on the history of Turkish education, the importance of education,teacher training institutions before the Republican period, Turkish Education Revolution 1: historical background, philosophical and political foundations of Turkish Education Revolution 2: Unification Law: historical background, scope, application and importance of the Turkish education system, Secularism Education Revolution 3: Co-education and girls´ education, Writing Revolution, public schools, public houses, the basic principles of the education system of the Republic of Turkey, village institutes, educational Institutes and schools of higher teacher education, universities and teacher training and the recent developments in the Turkish education. |
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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 Turkish Education History |
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Question-and-answer, lectures and discussion |
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2 |
History of Education in the first period when the Turks accepted Islam
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Question-and-answer, lectures and discussion |
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3 |
Education in Anatolian seigniorities and in Seljuks
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Question-and-answer, lectures and discussion |
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4 |
Educational reform movements in Ottomans from the time of their foundation until the time of their innovation (1299-1776)
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Question-and-answer, lectures and discussion |
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5 |
Education reform movements in the first period (1776-1839)
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Question-and-answer, lectures and discussion |
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6 |
History of Education in the Tanzimat Period
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Question-and-answer, lectures and discussion |
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7 |
I.Meşrutiyet and II. Hamid Period Education
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Question-and-answer, lectures and discussion |
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9 |
Second Constitution Study Period
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Question-and-answer, lectures and discussion |
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10 |
National Struggle Period Education
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Question-and-answer, lectures and discussion |
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11 |
The reforms in the field of education
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Question-and-answer, lectures and discussion |
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12 |
Republican Period Education
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Question-and-answer, lectures and discussion |
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13 |
Republican Period Education
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Question-and-answer, lectures and discussion |
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14 |
Republican Period Education
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Question-and-answer, lectures and discussion |
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15 |
Republican Period Education
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Question-and-answer, lectures and discussion |
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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 |
100 |
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Homeworks/Projects/Others |
0 |
0 |
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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 use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
0 |
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2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
0 |
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3 |
They develop original materials student-oriented instruction and use information technologies. |
0 |
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4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
0 |
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5 |
They explain information production methods of Social Sciences. |
0 |
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6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
1 |
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7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
2 |
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8 |
They define the location of their place on Earth. They evaluate social, political and economical effects of geographical location and the results of them. |
0 |
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9 |
They become aware of the importance of using natural sciences and arts to apprehend the Earth multidimentionally. They define their scientific, cultural, artistic and social needs and develop themselves continually. |
0 |
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10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
0 |
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11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
0 |
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12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
0 |
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13 |
They recognize scientific basis of education. |
5 |
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14 |
They evaluate themselves in terms of their own professional qualifications. |
3 |
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15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
5 |
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16 |
They become a citizen-teacher model. They struggle for a solution to current problems of the globe and their own environment as a participant member of the society. |
5 |
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17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
0 |
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18 |
They reach information sources and evaluate their learnings in a critical attitude. |
0 |
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19 |
They value life-long learning. |
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 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
1 |
14 |
| Assesment Related Works |
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Homeworks, Projects, Others |
0 |
0 |
0 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
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Final Exam |
1 |
5 |
5 |
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Total Workload: | 52 |
| Total Workload / 25 (h): | 2.08 |
| ECTS Credit: | 2 |
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