Faculty of Education

The Faculty of Education was established in academic year 1997/1998 under the name of “Faculty of Humanities”. The Faculty was organised in two programmes as “English Language Teaching” and “Turkish Language & Literature Teaching” designed for teacher education in language and literature to meet the demand for teachers in Turkey and the TRNC.

Since the beginning of academic year 1998/1999, the Faculty has concentrated fully on teacher education and accepted the programmes designed and developed by the committees established for the National Education Development Project under the coordination of the Higher Education Council in Turkey (YÖK), The World Bank and the Turkish Ministry of Education.

One year later, at the beginning of academic year 1999/2000, the Faculty changed its name to “Faculty of Education”. The Faculty of Education offers teacher training programmes in its six departments (English Language Teaching, Turkish Language & Literature Teaching, Turkish Language Teaching, Computer and Instructional Technologies Teaching, Early Childhood Education, Guidance and Psychological Counselling).

The language of instruction in the departments of Turkish Language and Literature Teaching, Turkish Language Teaching, Early Childhood Education and Guidance and Psychological Counselling is Turkish. Preparatory English Classes are compulsory for students willing to receive education in English medium departments unless they pass the proficiency exam.

The overall institutional objective of the faculty is that graduates will have teaching competencies in their particular fields by being furnished with the general and specific knowledge, methods, techniques and skills of contemporary teaching to fit the scientific and technical development of the world in the third millennium.

Improving the skills of the students in the fields of reaching, being particular about, arranging, developing, applying and presenting information has gained importance in the 21 Century as scientific information is advancing rapidly. Therefore methods and techniques addressing intelligent tutoring like small group activities, projects, computer-assisted instruction as well as presentation methods and techniques are given place in the education and training process of our departments. Additionally endowments of our students are facilitated in the free and creative environment maintained by the university by means of cultural and sporting activities and close relationships established with the academic staff. The graduates of our faculty can be assigned to several posts including administrative ones as well as teaching by the Ministry of Education as they are equipped with competent teaching knowledge and skills. Additionally they are able to take office at many private agencies and institutes related to the field of their diploma. They are also able to establish their own business.

Graudate Programmes

MA Programmes

• Computer and Instructional Technology Teaching
• English Language Teaching
• Turkish Language and Literature Teaching
• Turkish Teaching
• Psychological Counselling and Guidance
• Pre School Teaching***

*** Only TRNC and Foreign Students can be accepted.

Phd Programmes

• Educational Sciences (Educational Administration and Supervision)

Computer and Instructional Technology Teaching (CIT) Department

In order to live, learn and work successfully in an increasingly complex and information rich society, students must use technology effectively. The main goal of the Computer & Instructional Technology Programme is twofold: One is to prepare the students for the profession of teaching; and the second one is to provide the students with the required knowledge and skills to use computers and educational technologies both as teaching tools and for guiding students in using them as learning tools.

This programme enables the students to select and/or develop software materials for instructional purposes such as computer assisted instruction, distance education and individualised education. The programme also provides education and training for students to achieve a high level of computer competency, which will enable them to work in the public sector or private industry and businesses. This programme will help students develop skills, which could be used and transferred to various fields such as participating as a member of a team, working with different groups, using communication effectively, decision making, and problem solving, and establishing new initiatives.

One of the essential components of the programme is to equip students with research concepts and skills. Students in the information age should be able to locate, select, classify and use information for the specific purposes required of the problem or project. The medium of instruction is English.

GİRNE AMERICAN UNIVERSITY

FACULTY OF EDUCATION

CIT UNDERGRADUATE PROGRAMME

Theoric : 113

Practical : 58

Total Credits : 142

Total Teaching Hours : 171

Elective Courses

2 Elective - General Culture Courses

4 Elective - Field and Educational Field Courses

1 Elective - Teaching Profession Courses

EFC : Educational Field Courses - TPC : Teaching Profession Courses - GCC : General Culture Courses

CIT Undergraduate Course Descriptions

EDU 102 - Educational Psychology (3, 0)3

The relation between education and psychology, definitions and functions of educational psychology, human development (physical, cognitive, emotional, social and moral), learning theories and their reflection on teaching process, effective learning and its factors (motivation, individual factors, group dynamics and their effects on classroom teaching).

EDU 103 - Introduction to Education Science (3, 0)3

Basic educational concepts, functions of education (philosophical, social, legal, psychological, economic and political), the relation between education and other fields, historical development of education, directions in education in the new millennium, the Turkish education system and its characteristics, the role of teachers in education, characteristics of teachers, new practices and perspectives in teacher training.

EDU 203 – Material Design in Education (2, 2)3

Teaching analysis, classification of purpose, goals analysis, learner analysis, content, planning, exercises and feedback in planning, assessment planning, two-dimensional visual learning-teaching tools, the classical education technology, modern educational technology, teaching materials selection procedures, materials design and development principles, design elements, development of course materials management, domain-related development materials, visual, audio and audio-visual materials development, teaching courses in the use of material samples.

EDU 208 – Measurement & Evaluation (3, 0) 3

Measurement in education, assessment location and its importance, basic concepts of measurement and evaluation, using measuring tools to find desired properties (reliability, validity, usefulness), measuring tools used in education and its features, the traditional approach based on tools (written exams, short response examinations, the correct -wrong-type tests, multiple-choice tests, should match the tests, oral poll and homework), multi-dimensional face recognition tools (observation, interview, performance evaluation, student product files, research papers, research projects, peer evaluation, self-assessment, attitudes scales) , measuring results based on statistical processes, assessment of learning outcomes, measuring tool development.

EDU 209 - Teaching Principles and Methods (3, 0)3

Basic issues in teaching, learning and teaching principles, the importance of planning in teaching, planning teaching, examples of (unit-based) syllabuses and daily lesson plans, learning and teaching strategies, instructional methods and techniques and their applications, instructional tools, tasks and responsibilities of teachers in improving quality of teaching, teacher efficacy.

EDU 210 – Instructional Design (2, 2)3

Instructional design, meaning and importance of general understanding and modeling, training design models, needs and problem analysis, teaching environment (students, content and organization-organization) analysis, subject-content and task analysis, priorities and conditions to determine training objectives, measurement and evaluation criteria’s for determination, teaching theories and strategies, goal-content and media for teaching material selection and development, education of system design, education design theories and models, development, implementation and evaluation of teaching design, project management, The investigation and the distribution of information.

EDU 303 – Distance Education (2, 2) 3

Remote access to education, the use of distance education and the teaching environment, technologies used in distance education: TV, Video, radio and written materials. Technologies in planning, preparation and application techniques and methods used. Basic concepts in distance education, radio and education structure and functioning, Video, and film catalogs, educational television, and historical development of research, children's TV programs and importance, adult TV programs and the importance, analysis of high school programs, open university program analysis, internet schools and virtual classrooms, communications and information technology point of view of the interpretation process of distance education, recent distance education technologies. (Prerequisite: EDU 203)

EDU 309 - Classroom Management (2, 0)2

Basic issues in classroom management, distinctions between discipline maintenance and classroom management, communication and interaction in the classroom, inside and outside factors affecting classroom climate, classroom management models, establishing and observing classroom rules, effective classroom arrangements, handling misbehaviour, time management, and classroom organization, establishing an effective classroom climate for learning, case studies and suggestions.

EDU 311 – Special Teaching Methods I (2, 2) 3

Area-specific basic concepts and the concepts associated with the fields of education, the Constitution and the Basic Law on National Education, the general purpose of teaching space, the method, techniques, equipment and materials that are used. Review of the related education program (objective, achievements, theme, unit, activity, etc.). Review and evaluation of sample workbooks for teachers, lectures and students.

EDU 313 – Special Education (2, 0) 2

The definition of special education, special education related to basic principles, establishing disability reasons, importance of early diagnosis and treatment, in view of disability related historical approach, mentally handicapped, hearing impaired, visually impaired, physical disabilities, language and communication disorders people and special learning difficulties, attention deficit and hyperactivity disordered people, over autistic and gifted children and educational characteristics of the different development. Special education of the children through play, training. Reactions of families observed in our country's special education status, purpose of institutions and organizations in special education.

EDU 314 – Turkish Ed.al System & School Management (2, 0) 2

The aim of the Turkish education system and fundamental principles, legal regulations related to education, Turkish education system's structure, management theories and processes, school organization and management, school management staff, students, faculty and business-related work, school social inclusion.

EDU 312 – Special Teaching Methods II (2, 2) 3

Micro teaching applications (computer courses will be selected from the education program for students, whether in the classroom plan, environment, equipment and materials presented by organizing courses and presentations on teaching knowledge and skills in evaluation). Field-specific applications (remote control systems, laboratory studies, etc.). Laboratory examination and evaluation of computer media, teaching qualifications, computer measurement and evaluation in education: application portfolio, performance tests, observation forms, etc. (Prerequisite: EDU 311)

EDU 413 – School Experience (1, 4)3

Student's school day to observe a teacher, How is a course taught, which of the stage is divided, teaching methods and techniques of practicing, what kind of activities that benefit a course, course management and class control of the teacher, how to monitor a lesson, how the work is assessed, school's organization structure, how did the school principal and the school's duty effects community relations, school, work experience, reflecting the portfolio preparation.

EDU 423 – Research Methods in Education (2, 0)2

Science and basic concepts (phenomenon, knowledge, absolute, true, false, global information, etc.), the history of science based knowledge, scientific investigation of the structure, scientific methods and different opinions about the problems. Research models, the universe and sample, data collection and data collection methods (quantitative and qualitative data collection techniques). Recording data, analysis, and interpretation and reporting activities.

EDU 406 – Guidance (3, 0)3

Basic concepts of guidance, student personality services, psychological counseling and guidance for these services, principles of guidance, development, psychological counseling and guidance types, services, service techniques, organization and personnel approach, new development areas, student recognition techniques, book-teacher cooperation teacher guidance to do tasks.

EDU 404 – Teaching Practice (2, 6)5

Each week we prepare a daily plan, implementation of plans, faculty staff and students by application assessment, micro teaching applications, assessments that made fixes to the application to be done, portfolio preparation (Prerequisite: EDU 413).

CIT 101 – Information Technology in Education I (3, 2)4

The course introduces the primary functions of microcomputers and their usage as an instructional tool in education. Basic components of computer systems: CPU, input – output components, and auxiliary storage devices, history of computers, type of computers, computer networks and communication and finally internet history and growth. The course content will also cover operating systems, their usage area and working effective on windows environment, system customization and management and word – processing programs. Text and page editing, spreadsheets, creating tables, working with pictures and graphics, forms, menus and toolbars. Adding objects, videos on word documents, drawing charts, printing writing templates, memos and newsletters and technical text templates are all in the course content of this lecture.

CIT 102 – Information Technology in Education II (3, 2)4

Creation of a database, tables, queries, forms, reports, spreadsheets, Macros and spreadsheets. Web design and management software: File operations, menus, menu options, features and usages, ready to use templates, custom styles. Script languages and JavaScript features. Video, presentation and slide show programs. Different operating systems and their usage areas. Different programming techniques, different programming languages (Pascal, C, C++, C#, Java), script languages (JavaScript, VBScript), server-side script languages (ASP, PHP, JSP) and their usage areas. Flowcharts, basic algorithms and data structures. Recent Technological developments and their contribution to education such as course management systems. (Prerequisite: CIT 101)

CIT 203 – Programming Languages I (3, 2)4

Introduction to Algorithms, flow charts and problem solving, sorting algorithms. Basic concepts in programming languages: object, phrase, phrase, statement, description, fixed concepts and applications. Number systems, functions, use of header files. Global and local (local) variables. Operators: Arithmetic, logical, comparison. Control statements (if, if / else) and nested control statements. Loop statements (while, do / while, for); infinite loop and using areas of infinitive loops; Nested loops. Efficiency and readability of the programming language. General and library functions of programming languages Random number generation and its usage. Arrays and File operations. (Prerequisite: CIT 102, Substitute ENG 102)

CIT 204 – Programming Languages II (3, 2)4

This course introduces the underlying concepts and principles of programming in visual platforms. The course emphasis the design and implementation of a visual development environment: such as Visual Basic or C#. General structure of a Visual development environment, data types, variables, standard functions, conditional statements, event driven properties, selection statements, user defined data types and functions, loops, nested loops, files and db connections through a visual environment in order to select, insert, update or delete different data records to/from a database. (Prerequisite: CIT 203, Substitute ENG 203)

CIT 205 – Computer Hardware (2, 2)3

PC; historical development and rationale; motherboard input; CPU input; CPU and motherboard. Bridges; CPU details; Moores law, Cache, data and instructions; CPU samples; RAM; RAM technology; details, chipset, Input / Output (I/O) system; ISA, PCI slot, such as; buses, adapters, Hard disks; floppy, CDROM, etc., ATA, SATA, a computer hardware problem solving strategies and safe way of collecting. Overclocking and benchmark concepts, Multimedia systems, system software and terminology, the new technologies in computer world.

CIT 206 – Graphics and Animation in Education (2, 2)3

What is graphic communication? What is graphic design? Design process and principles; Graphic design history; Graphic design creativity; basic design elements; graphic design and application areas (Typography Communications, Graphic Symbols-Emblem, Symbolic sign, Logo and Trademarks, Visual Identity Design, Poster Design); Basic Graphics Information (Pixel Depth, Compression, Image Format Choice, Resolution); graphic drawing program (Photoshop, Fireworks, etc.) (Tool Box; Layers, Filters, Effects), visualization, animation in the script language used in the basic-level program development, training in the use of animation principles; developing training programs by using animation software.

CIT 303 – Operating Systems and Application (2, 2)3

Operating system and the basic concepts and history, operating system and basic tasks of classification, Von Neumann architecture and the operating system's structure, core principles and works, virtual memory management techniques, system errors, lock reasons and solutions. Operating system differences (Windows, Linux, Unix, MAC OS), Disk management and fault tolerance systems, operating systems and the establishment of administrative commands, the operating system's overall functioning and the concept of desktop, control menus and programs, file and folder operations, user and group operations and management, sharing files and printers, system performance, monitoring and supervision of an operating system (security, virus, malicious code, etc. prevention and backup operations). Windows and Linux operating systems, their installation, use and management. (Substitutes CEN 307, CIS 403)

CIT 306 – Computer Networks and Commuincation (2, 2)3

Fundamentals of computer networks and architecture, computer networks and the types of topologies, OSI model and network protocols, network connectivity devices, active and passive devices, LAN communication technologies (802.X family and ethernet, token ring, FDDI), WAN communication technologies (x25, DSL ISDN, FR, etc), network operating systems, network communication, network setup and management, data network services and services, TCP/IP and Internet architecture subneting, IP routing, via internet communication: e-mail, instant messaging programs, via internet files to retrieve and send the FTP program to use the network on the system remotely to access and use, network security, attack detection and protection methods, DHCP, DNS, Web server, remote access server, the database server, network service providers and operations.

CIT 307 – Web based design and programming (3, 2)4

Web publishing and site design process, introduction to HTML, Links, and the use of Internet addresses, Web editor's use of the HTML and images, HTML and page design, backgrounds, colors and text with HTML tables and lists, HTML with frames and layer usage, HTML forms and form elements, the use of HTML templates, HTML and other media types, inserting objects into HTML pages (pdf files, office documents, videos, sounds, animations), internet programming concepts, the formatting of the style sheets, CSS usage in advanced web design, Dynamic HTML and its usage, Web Design innovations such as XML, RSS, Blog, Web site project and applications. (Prerequisite: CIT 102, Substitutes CEN 407, CIS 301).

CIT 312 – Database Management Systems (2, 2)3

Basic database concepts, data and data models, relational database design, E/R diagrams and normalization, SQL (structured query language), SQL operations and commands, SQL functions, SQL administrative functions, multiple tables in SQL, SQL programming and functions, error status transaction in SQL programming, setup and administrative processes in DBMS, DBMS operations and SQL queries.

CIT 314 – Multimedia Production & Design (2, 2)3

Authoring system used in the introduction of the PC environment, the course software and software developed by the planning stage, screen design principles, use of pictures, sounds, movies, etc. materials used for editing software, use of animation and movement, image software, movies, animation, etc. the addition of components, audio and real-time inclusion of films, user interaction, feedback techniques, multi-media software, user movement systems (navigation), screen design and editing, multi-platform software packaging, publishing, multi-media applications, preparation, evaluation of multi-media applications.

CIT 403 – Project Development & Management I (2, 2)3

Program project relationships, needs of project specifications, project management, project management features and benefits, project management process, project planning and planning stages (Startup, Planning, Implementation, Monitoring and Closing), the importance of planning, scope, budget and time planning and balance, a different approach to planning, cost estimation methods, different planning tools, project process for the preparation of the team. Project planning and execution of the planning in MS-Project, sample projects, project planning approach in MS-Project.

CIT 404 – Project Development & Mngmt II (2, 2)3

Research proposal review; issues related to systematic scanning; study sample of selected data collection tools, developing necessary permissions and support for data collection tools; apply the terms of editing, comprehensive action plan preparation, data collection, appropriate statistical techniques by using the analysis; obtained findings submission / comment on the results of the summary; discussions in the context of the new proposals for research and application development. (Prerequisite: CIT 403)

CIT 409 – Web Design (2, 2)3

Internet programming languages, Internet programming client-server architecture, Web server setup, programming language (asp, php, Net, jsp, etc.) Program development environments, programming input, variables, constants, arrays, functions, (character, numeric, logical, date, etc.), the program flow control statements (if, switch, case, etc.) and the use of expressions (do-while, for, loop, etc.), server and environment variables. Internet via HTTP requests and responses sent to the database over the Internet to connect and perform transactions in the data base in the list of information, sort, changing, dynamic education, an internet application development. Internet / web-aided / based learning basic concepts, Internet / web-supported / learning-based theoretical basis, advantages and disadvantages; internet / web-aided / based on a lesson in learning to create skeleton; internet / web-aided / based design principles to learn how to use; Internet / web-supported / learning interaction based on the appropriate format to use, Web-based / supported learning environments for the basic technical problems and solutions.

GCC 303 – History of Science (2, 0)2

Evolution of science since the ancient Near East civilizations. Ionic-Helene, Islam-Turk (Arabic, Khorasan, Selçuk, Endülüs, Ottoman) period science. Development periods since the Renaissance "in the West" Astronomy, Mathematics, Physics, Medicine, Biology, etc. development of sciences. 20. Century revolution in science and technology.

GCC 302 – Community Service Applications (1, 2)2

Current problems of society and determine the solution to produce the project preparation, panel discussions, conferences, congresses, symposia, scientific activities, such as monitors, speakers, or as the participation, social responsibility within the framework of various projects as a volunteer to take part, the community service work in schools implement basic knowledge and skills to win.

MTHS 101 – Calculus I (2, 2)3

Sets, numbers, concepts of functions, types of functions and graphs; increasing and decreasing functions; close defined functions, one-to-one functions and one function of the reverse, trigonometric functions, limit and continuity; extreme function values, techniques of graphing and curve drawing.

MTHS 102 – Calculus II (2, 2)3

Exponential and logarithmic functions. Limits and derivatives, derivatives of exponential and logarithmic functions. Applications of exponential functions and anti-derivatives. Techniques of integration, definite integral, functions of several variables, partial derivates. (Prerequisite: MTHS 101)

EGL 101 – English I: Developing Reading Skills (2, 2)3

Teach students reading skills and strategies, integrating components of reading. The reading process incorporates developing critical thinking and critical reading. The focus on integrated skills encourages students to develop better reading strategies and more effective study skills

EGL 102 – English II: Developing Writing Skills (2, 2)3

This course provides students with assistance in mastering effective basic academic writing skills. Emphasis is placed on thoroughly mastering sentence structures and building well-constructed sentences into effective paragraphs that support of thesis statement in an essay (Prerequisite : EGL 101)

TRK 001 – Turkish I: Writing (2, 0)2

Identification of the position of the Turkish language among World Languages. Turkish-speaking Lands of the World; An account of the historical development of Turkish; The teaching of writing, sentence structure and grammar of the language. Special emphasis on explaining and teaching of writing styles. Classroom tasks of in-depth analysis of specimen books by Turkish writers

TRK 002 – Turkish II: Speaking (2, 0)2

Introduction and exposition of the Turkish Sentence structures and descriptive styles for the purpose of enhancing speaking skills. By means of written and oral specimen language, the realization of student – centered tasks for the development of précis, examination and critical skills of the student. (Prerequisite: TRK 001)

HIST 001 – National History I (2, 0)2

The struggle waged by the Turkish people to re-establish a State and, the history of the establishment of the Republic of Turkey after the defeat and collapse of the Ottoman Empire at the end of the 1914 – 1918 World War I.

HIST 002 – National History II (2, 0)2

Teaching of the Principles of Ataturk; the chronological account of the Republican Revolution in the light of these principles. Democratic developments and re-structuring during and after World War II. (Prerequisite: HIST 001)

PHS 201 – Physics I (3, 0)3

Vectors, Motion and action laws. Dynamics and Newton's laws of motion and applications. Newton’s Law of universal gravity. Work and energy. Push and momentum, Rotation and angular momentum. Collisions, Heat and temperature. (Prerequisite: MTHS 101)

PHS 202 – Physics II (3, 0)3

Coulomb’s law and electric field. Gauss’s law and electric potential. Capacitance and electric energy. Current and resistance, energy in the circuit. Magnetic field. Faraday’s law, inductance. Magnetic fields in matter waves sound. (Prerequisite: MTHS 102)

English Language Teaching (ELT) Department

The department of English language teaching provides prospective teachers with practical training, and a deeper understanding of language teaching principles and brings them up-to-date on recent classroom teaching practices. The ELT department offers practical training in current approaches (particularly the communicative approach and task-based learning) and fosters critical thinking, creativity and research skills. Our department hosts highly qualified and internationally experienced staff to provide a professional learning environment to reflect on, observe and evaluate teaching through a learning-and learner centred approach. Our graduates pursue careers not only in teaching but in translation, tourism and communication.

GIRNE AMERICAN UNIVERSITY

FACULTY OF EDUCATION

ELT UNDERGRADUATE PROGRAMME

ELT Undergraduate Programme Course Descriptions

ELT 101 Contextual Grammar I (3-0-3)

This course aims to promote understanding the relation between language structures and lexical items as well as raising awareness about the attribution of meaning by means of these structures. Within the framework of a context, advanced language structures are analyzed so as to establish relations between form and text type. Synthesizing these structures, students produce advanced level texts employing these structures. The course also emphasizes interactive activities such as group and pair work.

ELT 103 Advanced Reading and Writing I (3-0-3)

This course presents a wide range of authentic reading materials including newspapers, journals, reviews and academic texts in order to comprehend contrasting viewpoints and to predict and identify main ideas and to decode intersentential clues. It also aims to equip students with intensive and extensive reading habits. Critical thinking skills such as synthesizing information or analyzing a problem as well as reacting on the basis of evaluation are fostered. Such sub-skills of reading are employed by the students’ in their writings. Students also analyze and produce different types of writings (e.g. expository paragraph, descriptive paragraph, narrative paragraph, etc.); build up writing skills emphasizing the organization, coherence, and cohesion and such sub-skills as summarizing, outlining, and paraphrasing at paragraph level. The use of spelling and punctuation conventions as well as non-alphabetic symbol use will be practiced as well.

ELT 105 Listening and Pronunciation I (3-0-3)

This course aims to develop students’ listening and pronunciation skills while gaining confidence in communicating in English. It employs authentic listening materials and speech samples used in different discourses in order to be analyzed as communication-oriented classroom activities. Starting from basic listening and phonetic skills such as discriminating minimal pairs and formulating phonetic transcriptions of problematic sounds focused in class, the course will focus on higher level listening skills and strategies by integration of reading and writing to the course curriculum through content-based activities. Students will be provided with the fundamentals of listening and phonetics namely vowels, consonants, stress in words, rhythm and intonation as well as the usage of phonetic alphabet for learning and production purposes. Collaborative learning through group and pair work will be encouraged.

ELT 107 Oral Communication Skills I (3-0-3)

This course offers a variety of different communication-oriented speaking activities such as discussions, individual presentations and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. By exploring components of communicative competence, this course aims to equip students with the necessary skills to become successful communicators as well as language teachers. Students will utilize the theoretical and practical knowledge acquired in listening and pronunciation courses in delivering brief informative, persuasive presentations. Students will develop a good command in supra-segmental features (pitch, stress and intonation) as well. Besides, students will be acquainted with the use of audiovisual aids (OHP, power point, posters) and techniques which will help them become effective speakers.

GCC 101 Turkish I: Writing(2-0-2)

Basic characteristics of writing, differences between written and spoken language, narrative skills, elements of paragraph writing, paragraph development, text types (letters, formal application letters, reports, academic texts, formal texts), text features, maintaining unity and coherence, planning writing, writing essays.

GCC 103 Computer I(2-2-3)

Information technologies, basic issues in software and hardware, word processors, Excel, Power Point, use of the Internet in education, the effects of information technologies on social structure and their place in education, security and information technologies, ethical issues.

GCC 105 Effective Communication(3-0-3)

Interpersonal communication, communication models, elements of communication, effective and reflective listening, barriers to interpersonal communication, elements of effective communication, the role of emotions in communication, conflict resolutions, effective communication between teachers, students and parents, practical applications of communicative events.

EDU 103 Introduction to Education Science(3-0-3)

Basic educational concepts, functions of education (philosophical, social, legal, psychological, economic and political), the relation between education and other fields, historical development of education, directions in education in the new millennium, the Turkish education system and its characteristics, the role of teachers in education, characteristics of teachers, new practices and perspectives in teacher training.

ELT 102 Contextual Grammar II (3-0-3)

This course is a continuation of Contextual Grammar I. This course leads students to have a critical perspective into the advanced level structures (e.g. word classes, elements of the sentence, types of sentence, sentence fragments etc.) of different types of texts on a contextual level. Building upon analysis and synthesis, students evaluate the most problematic forms of English grammar with guidance in their function and usage using methods such as error analysis or discourse analysis. Besides presenting a descriptive review of the forms and function of advanced English grammar structure, this course encourages students to develop a critical stance toward the use of these structures in various contexts. The course also emphasizes interactive activities such as group and pair work.

ELT 104 Advanced Reading and Writing II (3-0-3)

This course is a continuation of Advanced Reading and Writing I. This course promotes higher level thinking skills. By processing a variety of different authentic reading texts, students will develop superior-level sub-skills of reading namely, making inferences and deductions, and reading between the lines. Students will relate inferences from the text to real life, and gain insights into the cultural similarities and differences. By means of the awareness gained from the texts, students will analyze, synthesize and evaluate information and therefore, in their compositions, react to readings. Students will also analyze and produce different types of essays (e.g. comparison and contrast, classification, process analysis, cause-and-effect analysis, and argumentative) that are unified, coherent and organized. In addition to the integration of reading with writing, research-based instruction will be adopted, so that students will develop basic research skills including library/internet search, and basic research report writing skills such as citing, paraphrasing and referencing.

ELT 106 Listening and Pronunciation II (3-0-3)

This course is a continuation of Listening and Pronunciation I, this course will focus on basic skills and principles of listening and phonetics. A variety of different authentic listening texts and academic presentations will be utilized to develop students’ receptive listening skills. This course includes such sub-skills of listening as note-taking, predicting, extracting specific and detailed information, guessing meaning from context, and getting the gist. Throughout the course, students will be exposed to aural authentic listening materials such as interviews, movies, songs, lectures, TV shows and news broadcasts. This course also aims to equip student teachers with a strong sensitivity towards different accents of English language being spoken around the world. Collaborative learning through group and pair work will be encouraged.

ELT 108 Oral Communication Skills II (3-0-3)

This course is a continuation of Oral Communication Skills I. It offers extended communicative tasks such as debates, role-plays, individual and group presentations, impromptu speeches and other interactive tasks providing opportunity for students to improve their oral competence by developing effective language use both in formal and informal contexts. Integrating different reading and listening texts into communication-oriented tasks, this course aims to develop students’ productive skills beyond their receptive skills. The course includes discussion topics, interesting facts, stimulating quotes as well as literary texts which are structurally and intellectually complex and thought-provoking thus promoting interest and motivation in communication. Common pronunciation mistakes are listed and discussed so as to raise the awareness of students as future language teachers. It also aims to develop students’ strategic competence to be utilized in repairing communication breakdowns as communication.

ELT 110 Lexical Competence(3-0-3)

This course aims to raise students’ understanding of the relation between lexical items and structural forms as well as expanding their vocabulary knowledge by focusing on the components of word formation including prefixes and suffixes. Students also learn idioms, collocations, slang, euphemisms, neologisms, proverbs and phrasal verbs to help them to better explore, review, play with and enhance their spoken and written expression. Throughout the course, students will engage in interactive content-based tasks such as problem-solving activities, error analysis, and journals writing to increase their vocabulary span.

GCC 102 Turkish II: Oral skills (2-0-2)

Basic characteristics of oral language, oral expressions, basic features of oral skills (using natural and correct body language), principles of effective speeches and qualities of effective speech makers (stress, intonation, pause, diction), rehearsed and unrehearsed speech, steps of making public speeches (audience, topic selection, purpose, structure, timing, planning and presentation), speech kinds (conversations, debates, speeches, interviews, radio and TV speeches, speeches on different occasions, etc), practicing oral communication, correcting communication errors)

GCC 104 Computer II (2-2-3)

Basic issues in computer-aided instruction, its elements, theoretical background, benefits and limitations, application models, common formats used in computer-aided instruction, selection and evaluation of course software, applications of distance learning, database applications, negative effects of computers and the Internet on young learners and some protection methods from them.

EDU 102 Educational Psychology (3-0-3)

The relation between education and psychology, definitions and functions of educational psychology, human development (physical, cognitive, emotional, social and moral), learning theories and their reflection on teaching process, effective learning and its factors (motivation, individual factors, group dynamics and their effects on classroom teaching).

ELT 201 English Literature I (3-0-3)

This introductory course includes brief cultural history of British and American literature and literary works written in English, fundamental terms and techniques used while studying a literary text, introduction to the major genres and styles in literature, and introduction to the movements and periods in literature in English. Students analyze the content and style of various literary texts such as short story, poem, drama and novel representing different periods and genres of English literature. This course also focuses on developing an appreciation for literature’s contribution to our understanding of life. Students use literary tools to analyze and critically evaluate the works they have read. This course, through classroom discussions, aims to help students gain a critical perspective towards the texts. Students also analyze literary arts used in these texts, and interpret them so as to make deductions, inferences and evaluations.

ELT 203 Linguistics I (3-0-3)

This course gives an introduction to the basic concepts in linguistic analysis; understanding the nature, structure, and use of language by way of awareness raising activities, error analysis of language learners’ production, case studies, and comparative analysis of native and target languages. The topics under investigation are the components of language as a system: linguistic competence and performance, branches of linguistics, types of grammar, language universals, creativity of linguistic knowledge, arbitrariness of language, sign languages, artificial languages and animal communication; brain and language:, lateralization and handedness, evolution of language, human language processing models, research on language and disorders (e.g., dichotic listening, split brain, WADA); phonetics: acoustic, auditory and articulatory phonetics, speech organs, phoneme, vowels and consonants, IPA, diphthongs, tripthongs, manner and place of articulation; phonology: sound patterns, assimilation, dissimilation, linking, consonant clusters, silent letters, suprasegmentals, stress and intonation; semantics: componential analysis, entailment, semantic relations, sense and reference, collocational meaning.

ELT 205 Approaches to ELT I (3-0-3)

This course presents basic issues and processes in ELT course design. It focuses on identifying the difference among approach, method and technique and the significance of these concepts in course design. A critical overview of methods and approaches taking a historical perspective is presented: Grammar Translation Method, Direct Method, Audio-lingual Method, Silent Way, Community Language Learning, Suggestopedia, Communicative Approach, the Natural Approach. Student teachers will discover and synthesize classroom application possibilities of such methods through designing micro-teaching of activities associated with them.

ELT 207 English-Turkish Translation(3-0-3)

This course includes the fundamental theories and approaches in the science of translation. Students translate a variety of different authentic English texts into Turkish. Besides translation activities from diverse areas, students also engage in error analysis tasks in which they critically evaluate the appropriateness of the various translations of the same text and its comparison to their own translation by employing different translation skills. Various aspects of translation will be evaluated including style, word selection, the role and importance of translation in language learning and teaching and cultural aspects of translation. The practical aspect of the course will go hand in hand with readings covering theoretical grounds pertinent to current issues in the field of translation. Exposure to and translation of ELT-related materials will also be encouraged.

ELT 209 Oral Expression and Public Speaking (3-0-3)

This course is an introduction to public speaking and focuses on development of practical skills for effective communication. It emphasizes fundamental stages of speech preparation and delivery including adopting and developing audio and visual aids. Throughout the course, students will deliver extended presentations as an outcome of extensive reading and research. Samples of successful presentations will be analyzed in terms of the appropriateness of content, form, and audiovisual aids. The course also aims to foster students’ oral and written language skills in job-related situations such as interviewing, socializing, telephoning, presenting information, holding meetings as well as CV and application writing.

GCC 201 History of Turkish Education (2-0-2)

The history of Turkish education from an educational perspective; education and educational institutions; educational improvements from the pre-republican period to the present.

EDU 209 Teaching Principles and Methods (3-0-3)

Basic issues in teaching, learning and teaching principles, the importance of planning in teaching, planning teaching, examples of (unit-based) syllabuses and daily lesson plans, learning and teaching strategies, instructional methods and techniques and their applications, instructional tools, tasks and responsibilities of teachers in improving quality of teaching, teacher efficacy.

ELT 202 English Literature II (3-0-3)

This course is a continuation of English Literature I. It explores a variety of literary texts from a range of eras and writers of British and American literature and literary works written in English, accordingly. Students will have the chance to practice their knowledge about key terms and concepts by analyzing literary texts in order to identify these concepts and their use in a text. The course will provide a solid foundation about the fundamental movements and periods in literature written in English. Through the use of selected literary texts from various periods, fundamental concepts, terms, techniques and literary, philosophical and scientific approaches in these literatures will be examined. Student teachers are expected to prepare focused writing assignments for designated topics.

ELT 204 Linguistics II (3-0-3)

This course is a continuation of Linguistics I. An elaboration on further topics in linguistics is presented by way of awareness raising activities, error analysis of language learners’ production data, case studies, and comparative analysis of native and target languages. The topics under investigation are: morphology; free and bound morphemes, compounds, inflectional morphology, derivational morphology, morphemic analysis, morphological typology of languages, analysis of the internal hierarchical structure of words, morphophonological variation; syntax: word categories, phrase and clause structure, transformational-generative grammar, government and binding, minimalist program, argument structure, theta-roles; pragmatics: deixis, implicature, conversational maxims, speech acts and politeness. sociolinguistics; dialects, register, style; discourse: criteria for textuality, types of cohesive devices, discourse connections, functions, the discourse situation, institutional discourse, and similar topics.

ELT 206 Approaches to ELT II (3-0-3)

As a continuation of Approaches to ELT I, this course focuses on current issues and practices in ELT course design, selecting the appropriate approach suitable to learner needs based on current distinctions such as ESL, EFL, EIL, ESP, EAP. It outlines current foreign language teaching trends such as constructivist approach, content-based instruction, task-based instruction, problem-based teaching, multiple intelligences, whole language approach and corpus-based applications of language teaching and designing micro-teaching of activities associated with them. This course aims to raise awareness of issues of culture and classroom second/foreign language learning, of technology use in language classrooms, and of the need for developing communicative and intercultural competencies for the language learner and teacher of the globalized world and designing micro-teaching of activities associated with them.

ELT 208 Language Acquisition (3-0-3)

This course presents an overview of the theories of first and second language acquisition (e.g.: behaviorism, innatism, information processing, connectionism, the interactionist position) and focuses on the developmental stages and sequences of first and target language acquisition. Case studies, comparative analysis of the use of native and target languages in corpus data (e.g.: CHILDES database), recordings and/or transcriptions of real second language classroom interaction will be employed for the analysis of first and second language acquisition; comparison of second language acquisition in children and in adults; identifying developmental sequences in first language acquisition; stages in second language morpho-syntactic development; processes in second language acquisition; learner characteristics and individual variation in ultimate attainment in second language acquisition (e.g.: role of personality, language aptitude, intelligence, age of acquisition, motivation and attitudes, learner preferences and beliefs); differences between second language acquisition and foreign language learning contexts (e.g.: natural vs. instructional settings). Lectures, group and pair work activities will be utilized.

GCC 202 Research Methods (2-0-2)

Science and scientific concepts, basic issues in the history of science, format of scientific research, scientific method, the problem, research design, sampling method, data gathering tools (qualitative and quantitative data gathering), recording, analysing, interpreting and reporting data.

EDU 204 Specific Teaching Methods I

Skills and knowledge in the following areas: Needs analysis, formulation of objectives, syllabus design, lesson planning. Different stages of a lesson, lesson planning and reflection. Criteria for the design of an appropriate syllabus considering students' proficiency and age levels, and course objectives. Criterion-based teaching, proficiency (level) descriptions, proficiency ratings, Common European Framework of Reference, European Language Portfolio, The Europass Language Passport.

EDU 206 Instructional Technologies and Materials Design (2-2-3)

Issues in instructional technology, types of instructional technologies, the role and use of instructional technology in the teaching process, specifying school and classroom-based technological needs, planning appropriate technologies, producing 2 and 3 dimensional materials through technology, developing teaching materials (worksheets, overhead transparencies, slides, visual media (VCD, DVD), computer-based tools), evaluation of instructional software, Internet and distance education, visual-design principles.

ELT 301 Teaching English to Young Learners I (2-2-3)

This course gives an overview of the difference between young learners (K-6) and learners at other ages (in terms of learning of language structures, skills and sub-skills) and misconceptions about young learners. The aim of the course is to help student teachers identify learner styles (e.g.: visual, auditory, kinesthetic) and strategies (e.g.: meta cognitive, cognitive, socio affective) of young learners and developing activities (e.g.: puzzles, stories and games, simulations) and audio visual aids (e.g.: pictures, realia, cartoons, puppets, songs) for the teaching of vocabulary, language skills and structures; select and sequence teaching points and adapt and evaluate materials according to the cognitive and affective development and language level of the learners; to outline classroom management techniques necessary for teachers of young learner classrooms; to emphasize the importance of collaborative learning and interaction through group and pair work, and of ways to encouraging young learners to respect each other’s learning styles and strategies, and sharing responsibility for self and others learning.

ELT 303 Specific Teaching Methods II (2-2-3)

This course, which is a continuation of STM I, aims to equip students with tools to be able to diagnose language teaching problems and find remedies through classroom-based, teacher-centered and action research. Students will design lesson plans and conduct micro-teaching sessions. Students will also be introduced to professional organizations such as TESOL, INGED, as well as to ELT journals to discuss relevant selected articles. .

ELT 305 Teaching Four Skills I (2-2-3)

This course concentrates on building language awareness and teaching skills through a detailed study of techniques and stages of teaching listening, speaking, pronunciation and vocabulary to language learners at various ages and language proficiency levels. Student teachers will design individual and/or group micro-teaching activities focusing on the language skills above with adherence to principles of lesson planning and techniques of the specific skills for a variety proficiency levels.

ELT 307 Literature and Language Teaching I (3-0-3)

This course concentrates on the analysis of examples from British and American short stories and novels and those which are originally produced in English; and identification of the distinctive features of short stories and novels. Student teachers will explore different approaches to using literature with teenage and adult learners at all levels; examining ways in which the teaching of literature and language can be integrated in these two genres (short story and novel) and exploring theoretical and practical dimensions of this integration. This course will provide linguistic and artistic enrichment by teaching the analysis of literary texts as content and as context. Through this course, student teachers will also investigate how culture teaching is possible through short stories and drama in the following domains: comparison and contrast between objects or products that exist in the target and native culture; proverbs, idioms, formulaic expressions which embody cultural values; social structures, roles and relationships; customs/rituals/traditions; beliefs, values, taboos and superstitions; political, historic and economic background; cultural institutions; metaphorical/connotative meanings, use of humour. Moreover, the course will sensitize the students towards social issues by presenting techniques on how to enrich the literary text through prose, underlining the importance of using activities based on literary texts to create an awareness of one’s contribution to society. This course also touches upon the examination and evaluation of literary texts as motivating language material.

ELT 309 Second Foreign Language I (2-0-2)

Depending on the facilities of the department, the student teachers may have the option of learning one of the following languages as a second foreign language requirement: German, French, Spanish, Italian, Arabic, Japanese, Chinese, Russian or Greek. This course is an introduction to the basics of a second foreign language. It aims at providing student teachers with the skills required for basic communication. The aim for student teachers is to understand simple every day dialogues and basic reading texts, express themselves and ask questions in the basic spoken language. To fulfill these aims, dialogues and reading texts are utilized. Student teachers are exposed to the basic structures and vocabulary items of the target language in communicative contexts, but grammar is not the primary focus. Listening is an important component of the course and is integrated especially with speaking. Besides, some insights into the target culture and life style will be given. This course is prerequisite for Second Foreign Language II and III.

GCC 301 Drama (2-2-3)

Nature, purpose and function of educational drama, its distinction from similar concepts such as psychodrama, creative drama, theater-drama. Exploring the early development of the subject, educational drama and its practical application, classification of educational drama according to age groups and fields of study, special techniques in educational drama, evaluation of educational drama, examples of educational drama, developing drama activities for your classroom.

EDU 309 Classroom Management (2-0-2)

Basic issues in classroom management, distinctions between discipline maintenance and classroom management, communication and interaction in the classroom, inside and outside factors affecting classroom climate, classroom management models, establishing and observing classroom rules, effective classroom arrangements, handling misbehaviour, time management, classroom organization, establishing an effective classroom climate for learning, case studies and suggestions.

ELT 302 Teaching English to Young Learners II (2-2-3)

This course is a continuation of Teaching English to Young Learners I. The intent of the course is analyzing how to design young learner course syllabuses focusing on the applicability of different syllabus types (e.g.: story-based, content-based, theme-based, task-based) and the effective ways to make use of child literature within a chosen syllabus. Analysis and discussions of video recordings of young learner classrooms with reference to classroom management, presentation of language and practice in class will be utilized. Student teachers will design a course and/or materials for a chosen syllabus type teaching activities and assessment practices for a diverse range of young learners (K-6).

ELT 304 Turkish-English Translation (3-0-3)

Being the counterpart of English-Turkish Translation, this course will rely on both theoretical as well as practical grounds. Adopting a contrastive analysis method, students evaluate the effectiveness of a translation paying attention to the idiosyncrasies regarding the unique nature of Turkish and English. Various aspects of translation will be evaluated including style, word selection, the role and importance of translation in language learning and teaching and cultural aspects of translation. The practical aspect of the course will go hand in hand with readings covering theoretical grounds pertinent to current issues in the field of translation. Exposure to and translation of ELT-related materials will also be encouraged.

ELT 306 Teaching Four Skills II (2-2-3)

This course is a continuation of Teaching Language Skills I. This course concentrates on building language awareness and teaching skills through a detailed study of techniques used in and stages of teaching reading, writing, and grammar to language learners at various ages and language proficiency levels. Student teachers will design individual and/or group micro teaching activities focusing on the integration of the language skills above with adherence to principles of lesson planning and techniques of the specific skills for a variety proficiency levels.

ELT 308 Literature and Language Teaching II (3-0-3)

This course is a continuation of Literature and Language Teaching I. It concentrates on the characteristics of poetry and drama as a literary genre; approaches to analyzing ways to use contemporary poetry and drama from British, American literature and those which are originally produced in English, employing activities that help students analyze literature as context and as content. The course elaborates on ways in which the teaching of literature and language can be integrated in these two genres (poetry and drama) and explores theoretical and practical dimensions of this integration. Through this course, student teachers will investigate how teaching cultural and social issues is possible through poetry and drama in the following domains: comparison and contrast between objects or products that exist in the target and native culture; proverbs, idioms, formulaic expressions which embody cultural values; social structures, roles and relationships; customs/rituals/traditions; beliefs, values, taboos and superstitions; political, historic and economic background; cultural institutions; metaphorical/connotative meanings, use of humour. This course also touches upon the examination and evaluation of literary texts as motivating language material. Application of various language based activities to literary texts through peer teaching will be utilized.

ELT 310 Second Foreign Language II (2-0-2)

This course is a continuation of beginning level of second foreign language. It aims at providing communicative tasks for student teachers to actually communicate in the target language. Student teachers will be exposed to commonly occurring grammatical patterns and vocabulary items in written texts such as newspapers, magazines and short stories. Simple writing tasks will also be integrated into the course. Both listening and speaking are important components of this course and more vocabulary items will be presented through longer dialogues and reading texts. More insights into the target culture and life style will be given through the use of authentic materials. This course is prerequisite for second foreign language III

GCC 302 Community Service (1-2-2)

Significance of community service and its conduct in schools, identifying problems in society and designing projects towards their solution, participation in conferences, congresses, and seminars as audience, speaker, or organizer, volunteering to take part in certain projects,

EDU 306 Measurement and Assessment (3-0-3)

The scope and significance of measurement and assessment in education, basic issues in measurement and assessment, qualities of measurement tools (reliability, validity, practicality), measurement tools in education, conventional tools (essay exams, short answer tests, true-false tests, multiple choice tests, matching items, oral tests, homework), alternative assessment tools (observation, interviews, performance assessment, portfolios, research papers, research projects, peer assessment, self-assessment, attitude scales), basic statistical procedures on test results, assessment of learning outcomes, grading, developing measurement tools in the field of study.

ELT 401 Language Teaching Materials Adaptation and Development (3-0-3)

This course focuses on acquainting student teachers with the theory and principles of ELT materials design (e.g.: selecting, adapting, developing and evaluating materials) and equipping student teachers with the basic arguments for and against the use of coursebooks in the classroom. Student teachers will be sensitized to the relation between methodology, ideology and the coursebook writer. This course emphasizes issues related to selection of language materials: suitability regarding the format, the students’ proficiency level, learnability, ease of use, cultural content, availability of communicative interaction and language use, and the use of corpus-based authentic materials set in a real-world context which allows learners to interact with each other or the teacher in meaningful ways. The following issues related to adapting or developing materials for language teaching are also taken up: adapting coursebook materials to particular learning needs and teaching contexts, and designing their own teaching materials and supplementing materials parallel to the methodology, to the level and needs of the students and to present school environment. Student teachers engage in the discussion of issues related to evaluation of materials and text books used in EFL classroom settings, are familiarized with language material and textbook evaluation criteria and ways to relate materials design to current ELT methodology.

ELT 403 Second Foreign Language III (2-0-2)

This course is a continuation of Second Foreign Language II. It aims at further developing student teachers’ reading and oral skills. Authentic texts of different genres will be studied in order to focus on more complex grammatical structures and advanced level vocabulary items. Student teachers are expected to make short oral presentations, produce role-plays, watch short extracts of movies in the target language and participate in simple discussions on a related topic in class and write letters and e-mails of greeting, complaint, response etc., diary entries and short paragraphs and essays. Further insights into the target culture and life style will be given through authentic classroom materials and research tasks.

ELT 405 Elective I: Novel (2-0-2)

Characteristics of a novel as a genre in literature; study and criticism of novels; study of representative British and American novels as literary genres.

GCC 401 National History (2-0-2)

The Industry Reform, the French Revolution, the collapse of the Ottoman Empire and the reform movements, the battles leading to the Independence War, foundation of the Grand National Assembly, abolishing the Sultanate.

EDU 413 School Experience (1-4-3)

Observing and recording daily routine at school, classroom observation, observation of classroom teaching with particular attention to the steps, procedures, techniques, classroom management, and assessment, organizational structure of the school, the principal and his/her conduct of duties, communication with the society, designing a portfolio for recording school experience outcomes.

EDU 415 Guidance (3-0-3)

Basic issues, counseling and guidance and their scope, principles of guidance, types of counseling and guidance, counseling services, counseling techniques, recent developments in the field, teacher-counselor cooperation, guidance tasks for teachers

EDU 417 Special Education (2-0-2)

Nature and scope of special education, basic issues in special education, causes of impairment, diagnostics measures and treatment, children suffering from cognitive, hearing, mental, and visual impairment, ADD, hyperactivity, and autism; gifted children, the state of special education, associations and institutes for this purpose

ELT 402 English Language Testing and Evaluation (3-0-3)

This course presents an overview of basic concepts, principles and constructs of classroom-based assessment. It focuses on the identification of different types of tests and testing (e.g.: proficiency, achievement, diagnostic, and placement tests, direct vs. indirect testing, discrete point vs. integrative testing, norm referenced vs. criterion referenced testing, objective testing vs. subjective testing, communicative language testing) and various types of questions for a wide range of language assessment purposes, development and evaluation of such language tests and of other available types (e.g.: portfolio, self assessment, learner diaries). Student teachers are expected to prepare language tests for different age groups, different proficiency levels and various learner styles. Student teachers are familiarized with test preparation techniques for testing reading, writing, listening, speaking, vocabulary and grammar individually and testing language skills in an integrated manner. The course also promotes the understanding and application of basic descriptive and inferential statistical calculations and the principles underlying test design (e.g.: content, criterion related, construct, face validity; reliability, standard error of measurement and the true score; practicality). The course also covers stages of test construction, carrying out item analysis and interpretation of test scores, assessing standardized tests (e.g.: TOEFL, IELTS and exams accredited by the Council of Europe for the European Language Portfolio), teacher-prepared language tests and achieving beneficial backwash.

ELT 404 Elective II: Applied Linguistics

Raising and updating several issues in applied linguistics in accordance with the changing needs, conditions and circumstances of teacher trainees.

ELT 406 Elective III: Computer-assisted language learning (CALL)

This online course presents an overview of CALL and its potential for second language classrooms. It provides a practical introduction to the use of computers in the teaching of foreign languages. It will explore ways in which computer work can be integrated into the language curriculum. Participants will have opportunities to use and evaluate CALL materials and applications and integrate them into language teaching and learning. Basic computer literacy such as mouse and keyboard skills are required.

GCC 402 National History II (2-0-2)

Reforms made after the foundation of Turkish Republic of Turkey, Turkish foreign policy during and after Ataturk's period.

EDU 404 Practice Teaching (2-6-5)

Designing and implementing a daily lesson plan each week, evaluation of the teaching sessions by the mentor teacher, supervisor, and the student teacher, improving teaching as a result of evaluation and reflection, portfolio submission.

EDU 410 Comparative Education (2-0-2)

Examining the education systems in different countries, analyzing and comparing field-specific implementations in the world, comparing the Turkish education system with others.

EDU 412 Turkish Education System and School Administration (2-0-2)

Aims, functions and basic principles of the Turkish education system, legal issues in education, the structure of the Turkish education system, administrative theories and processes, school organization and administration, personnel in school administration, society and its contributions to school organization.

Turkish Language & Literature Teaching Deapartment

The aim of the Department of Turkish and Literature Teaching is to educate well-qualified teachers, researchers, experts and scientists, who are the basic need of our country as well as young intellectuals, who are able to pick out and read distinguished works of art and who share the delectation of these works with the ones around them. Our graduates, who receive an education of pedagogic formation for three semesters after a seven semesters-long education of Turkish Language and Literature, are entitled to a diploma of masters without thesis. Our graduates are qualified to teach at the various corners of the Turkic World, turkology centres abroad, press associations, educational and cultural associations abroad and archives in addition to state and private secondary schools and private education establishments accredited by the Ministry of Education.

Department of Turkish Language Teaching

The Department of Turkish Language Teaching was established in the 2007-2008 academic year, in order to educate Turkish language teachers for the key stage two levels of the primary schools. The duration of education in the department is four years. Our graduates are conveniently employed by state and primary schools as well as private education establishments in Turkey. Additionally they are able to work in schools all over the Turkic.

Department Of Guidance and Psychological Counseling

Our department aims to train undergraduate students in the skills and experience necessary to provide effective academic and vocational/career guidance within the scope of their training to students in primary, secondary, and higher education. To train undergraduate students in critical judgment skills regarding the needs of students to whom they provide guidance, and in appropriate referral skills for professional assessment, diagnostic evaluation, and treatment services. To develop interpersonal communication skills crucial for effective, healthy interactions and cooperation with students, parents, and school faculty and administration, as well as to be responsible role models in education. students, parents, and school faculty and administration, as well as to produce responsible role models in education.

Department of Early Childhood Education

The department of Early Childhood Education trains preschool teachers for the education of children aged 0 – 6 years in early childhood institutions. The department aims to equip teacher candidates with a good self- image, an outgoing personality, a sense of humour and an interest in helping children achieve a positive image of their own. The program provides a professional education, with a strong emphasis on practical experience, and is designed by Turkish Higher Education Association. In the program students will learn to improve and support the physical, intellectual, language, social, emotional and personal skills of children; to assess and evaluate the children aged between 0-6; to identify the needs and developmental characteristics of children aged between 0-6; to design, implement and evaluate curriculum according to the needs and developmental characteristics of children; to present different approaches in early childhood education; to build positive and effective relationships with children and their families; to cooperate with parents and provide parent education programmes; to cooperate with parents, associations and other professionals in order to solve problems of children Our gradutes work as early childhood teachers and administrators; and run their own early childhood education institutions.