Curriculum

Writing concept, beautiful writing methods and techniques, large basic letters, small basic letters; oblique capital letters and directions of writing, adjacent oblique font lowercase letters and spelling directions, writing numbers and signs, adjacent to large and small basic letters, vertical and oblique handwriting, steep and oblique handwritten texts, various decorative, antique, etc. writings, application works, smooth and legible writing applications. History of writing. Lettering concept, communication lettering. Font in shape and form. Fine writing methods and techniques, writing directions, text creation, space, proposition, measurement, editing, search for beautiful compositions in different compositions, recognition of different characters in different applications, aesthetic and decorative writing. Credits: (1, 0, 2)2 Prerequisites: None ECTS credits: Abbreviated Title: Fine Writing Techniques Category: Area Core Teaching Language: Turkish

In this lesson, students study the definition and importance of a language, the relationship between culture and language; linguistics, phonetics, vowels, consonants, voices, the phonetics of Turkish language, borrowing words from other languages, morphology, base, morpheme, phoneme ( affix ), derivational morpheme; phrases, verbs, nouns, adverbs, pronouns, connectors, affix, interjection. Base words in Turkish, derivational affixes to make nouns and verbs from nouns, derivational affixes to make verbs and nouns from verbs, types of inflections, stereotypes. Students will be able to distinguish and comprehend the subdomains of linguistics, phone, vowel, consonant, phonetic change, and omission. They will also be able to understand the syllable stress, accent. Moreover, they will be capable of analysing the words in context. The languages according to their grammar and origin, Ural-Altaic Language, the theory of Altaic languages, Altaistic, the historical periods of Turkish, the oldest written sources of Turkish, definition of old Turkish merchants, phonetic events are analysed in this subject.

The aim of this course is; To learn the basic knowledge and definitions of the literature field and to examine the literature (more poetry in the fall semester), the stages of Turkish literature, the types of the daily works produced in Turkish literature, the technological knowledge and theories, the literary movements and the knowledge of the arts and to enable them to internalize the knowledge they learn. Literature art, relation of literature with other fields, functions of literature, literary products, formation of literary genres, poetry and prose features of poetry features and types are examined in this course. Concepts related to literature, their relation to each other, comparison of the elements that determine verse and prose types in terms of methods, events and outcomes which constitute literary bases; Literary movements and thought movements; Systematic literary techniques and literary theories.

Essential features of verbal language and verbal communication. Verbal language: the basis of speaking skills (using natural language and gestures). The principles of speaking in a proper way; the principles (intonation, accent, stress, discontinuance. etc). Ready speech and speaking when you are not ready (sudden speech). The phases of ready speech selection of the topic and the restriction of the topic, aim, point of view, selecting main and sub ideas, planning, writing the essay and presenting the speech. Types of speech dialogue, conversation, introducing yourself, answering questions, celebrating special events, new year, giving birth, Bairam etc. celebrating an important event, directing directions, speaking on the phone, asking for work, interview with someone, radio and television talk, participation in different culture and art programs as a speaker etc.). To make impromptu speeches on various subjects, studies on speech examples and verbal expression practices, correcting language and expression mistakes in speeches. fest Giving direction, telephone conversation, talking on the phone, asking job, interviewing with someone, conversations on TV and radio, attending to a different cultural and art program as a guest. Speaking on a variety of topics without being prepared, studying on examples of speech and application of verbal explanation. Correction of grammar and narration mistake in speech.

Basic features of written language and written communication, the basic differences between written language and spoken language. Lecture: written and oral expression; subjective expression, objective expression; paragraph; paragraph types (entry-development-result paragraphs). Definition of text and text types (informative texts, literary texts); conditions of being text (cohesion, consistency, aim, acceptability, contingency, informational, intertextual relations). Written expression (written composition: free writing, planned writing); planned writing stages (subject, limitation of the subject, purpose, point of view, determination of main and sub ideas, writing plan preparation, paper order); theoretical information on informative texts (petition, letter, news, decision, announcement / advertisement, minutes, report, official writings, scientific articles); studies on samples and writing practices; extracting a summary and plan of a text; correction of language and expression mistakes in written applications.

Arabic lettered Turkish alphabet, letters, rules on how letters are conjoined, their counterparts in Latin alphabet. Writing of Arabic and Persian words, Turkish vowels, consonants and suffixes; movement; numbers. Reading texts written in Arabic lettered Turkish in the period of contemporary Turkish Republic and transferring them into modern Turkish and writing them in Latin alphabet. Associate the period of Ottoman Turkish language with before and after this period from the point of language history. Find the counterparts of Arabic lettered turkish in Turkey Turkish. Determine the rules of how letters are conjoined in Arabic lettered Turkish. Read moving texts, write and read the numberrs of Arabic and Persian correctly. Read and write Turkish vowels and consonants in words correctly. Read and write Turkish derivational and inflectional suffixes correctly. Write and read consonants and vowels in the words of Arabic and Persian correctly. Read printed texts of the Republican period and earlier periods, and write them in Latin alphabet.

Basic concepts; Ottoman state and society structure; the internal and external factors leading to the dissolution of the Ottoman State; Ottoman reform and renovation efforts; Tanzimat and Constitutional periods; Tripoli and Balkan Wars; World War I;, the Ottoman fronts in war; the Mondros Armistice; the peace treaties in the end of the war; societies established in the armistice period; Mustafa Kemal, Havza and Amasya General Memorandums; Congresses; the National Pact; the opening of the Grand National Assembly; riots; fronts and battles of the National Forces and the regular armies; foreign relations and treaties of the Grand National Assembly; the Battle of Sakarya and the Great Offensive; the Mudanya Armistice; abolition of the sultanate and the Lausanne Peace Treaty, are the main content of the course.

Basic concepts of education, the relationship between education and other related fields (the philosophical, sociological, psychological, economic and political foundations of education), historical evolution of educational science, Orientations in educational science in the 21st century, research methods in education, The structure of Turkish National Education System, the role of teachers in education, the characteristics of teaching profession can explain the practices and the developments in the field of teacher education. At the end of this course the students will be able to define personal and professional characteristics that a teacher must have. Teacher candidates will also have knowledge about positive and negative practices and develop their attitudes in this respect.

The course introduces students with basic speech patterns at the elementary level. Through listening students will identify different sound rhythms and practice pronunciation of letters, words and phrases. Through speaking students will identify different register and use the given language in an appropriate way. In addition students will be able to define themselves or others, answer questions in the Present Simple tense, use the prepositions of place, and talk about their daily routines. Through reading students read paragraphs and simple texts to improve their general comprehension of the passages, and answer the given comprehension questions. Through writing, students will be able to compose guided,controlled paragraphs in the Present Simple tense, and recycle the obtained new vocabulary to produce their own sentences.

The course content follows as: Ankara's proclamation as the capital; proclamation of the republic; the removal of the caliphate; the 1924 Constitutional Law; the establishment of the People's Party; the Progressive Republican Party; the Sheikh Said Rebellion; the Izmir conspiracy; the Free Party; secularization and modernization in law; nationalization of culture and education; the law of unification of education; alphabet revolution; Turkish Language Association; Turkish History Association; reform in the university; socioeconomic developments; Ataturk's national heritage: 6 principles consisting of nationalism, secularism, republicanism, populism, statism and revolutionism; foreign relations and policy in Atatürk period, Montreaux Straits Convention, Balkan Pact and Sadabad Pact, participation of Hatay in Turkey, İnönü era and World War II, Village Institutes, multi-party transition after world war.

In the scope of this lesson following subjects are taught; the structural features of Turkish, form structure of words in Turkish, morpheme ( base ), phoneme ( affix ), derivational morpheme, inflectional suffix, auxiliary phone , lexical bundle, phonemes according to the their origin, Turkish words, Foreign words, part of speech according to the forms, nominative words, derivative words and compound word. The main aim of the lesson is to make students learn, understand and realize; the structural features of Turkish, form structure of words in Turkish, morpheme (base ), phoneme ( affix ), derivational morpheme. The ones who study this subject will be able to comprehend the grammar, linguistics, base, affix, and they will also be able to distinguish the bases from affixes. They will be able to compare structural features of Turkish with Foreign languages.

At the stages of the Turkish literature until the present literary genres, forms of poetry, varieties of rhythm and rhyme and literary arts. To give information about the historical periods of Turkish literature, to introduce literary genres and art movements. The aim of this course is to study the literary text which is the basic information of the literature field and enables the students to apply and learn the knowledge of the types of literary works used in Turkish literature in the past, the technical knowledge and theories , the knowledge of the field including literary movements and arts, and their notions. The characteristics of prose in Turkish Literature according to periods: language, writing rules, vocabulary and sentence structure, prose / prose types according to the subjects in classical Turkish literature (Letaifname, Münşeat, Sefaretname, itinerary, political treatise, collection of biographies ); Contemporary

The purpose of this course is to strengthen the ways of thinking ability in writing skills (using definition, exemplifying, making comparison, showing a witness, quoting and utilizing from statistics); forms of expression (descriptive, argumentative, narrative, future expressions), theoretical information, studies through samples and writing applications. It consists of definitions and features of poetry and prose, definitions and features of literary genre, informative texts (articles, columns, interviews, anecdotes, essays, criticism), theoretical information based on daily life writing types (diary, memoir, biography, autobiography, travel writing), practices on samples and writing drafts, theoretical information based on fictional texts ( short stories, novels, fairy tales, games, etc.), doing analysis on samples and writing activities, and editing language and expression mistakes of writing activities.

It deals with reading strategies (reading aloud, silent reading, guided reading, critical reading etc.); studies of verbal expression on written texts, a monitored events, movies, theaters (summarization, evaluation and interpretation); types of speech II: speaking in public: talking about any memory, advertisement, telling stories, movies or plays; teaching; giving a conference. The students will also get benefit in terms of how to be able to use the types of oral expressions in vocational areas, and they will learn exchanging information effectively in order to have an ensuring interaction in the classroom. Having discussions at meetings (discussion, debate etc.) needs to use suitable expressions (argumentative, expository, descriptive, and narrative expressions); therefore, students will study on samples of speech, making speeches on various subjects and editing wrong oral expressions.

Distinguish the words, nouns, adjective clauses that were used in Ottoman Turkish and many of which were transferred to Turkish language from Persian and Arabic language, and explain them. Simple, derived nouns from Persian , adjectives, and adjective clauses. Establishment of Arabic words. Arabic nouns, Arabic names, names of singularity and plurality, adjectives, noun and adjective. Distinguish and define simple names and adjectives in Persian which are commonly used in Ottoman Turkish texts.-Identify suffixes which are added to Persian names and adjectives and their functions. Distinguish and define names and adjectives derived from Persian. Distinguish and define noun and adjective clauses.-Identify general characteristics of Arabic words,and syntax of Arabic sentences. Distinguish and define Arabic nouns and adjectives. Make Arabic singular nouns plural. Distinguish and define of Arabic noun and adjectice clauses.

YDL102 is the continuation of YDL101. The course integrates the four main skills at a higher elementary level for students. Through recessive skills, which are listening and reading, students identify different sound rhythms and practice the pronunciation of letters, words and phrases. Also, by reading higher level paragraphs and texts, students infere the meaning of new words by using their existing vocabulary. Through productive skills, which are speaking and writing, students identify different register and use the given language in an appropriate way. Furthermore, students use the Present Continuous and Past Simple tenses to participate in basic dialogues and daily exchanges, and express themselves effectively. Also, through writing, students produce their own sentences by recycling the obtained new vocabulary in guided, controlled paragraphs they compose.

The students of this course will be able to explain basic concepts and theories of development and learning; with these concepts and theories they will be able to analyze development and learning issues in daily life processes. The students will learn the relationship between Education-Psychology, the definition and functions of educational psychology, the basic concepts related to learning and development, development characteristics (physical, cognitive, affective, social and moral development), the factors that influence learning, learning theories, the reflection of learning theories on the teaching processes, effective learning, the factors that affect learning (motivation, individual factors, group dynamics and the influence of these factors on the learning processes in classroom). At the end of this course the teacher candidates will be able to show behavior and attitude according to developmental characteristics of students. They will have the ability to choose and apply learning theories. They will also contribute to the development of students as a whole.

The lesson will start with introducing the fundamental concepts of Turkish grammar. The study of this discipline and the elements that are essential for the evaluation of the language will be taught. The particles that take role in word functioning and building words in Turkish will be studied. The relations between the particles and vocabulary will be supported with exercises and further practices. The other ways of building words except from derivation will be classified according to the identified examples. The list of all kinds of conjugations will be transmitted that take role in the conjugation of nouns.Metamorphosis, possessive suffix, possessive nouns, indications, questions and their conjugations that take part in noun conjugations will be studied and there will be an applied analysis on the function of these. Framework of verbs and the mood of the subjects will be mentioned and the ways of how to form the relationship between these two languages liaison with verbs and noun based words. Compound time conjugation and the shift in particles will be studied. There will be a comparison between Turkish language morphological structures with the other languages families. In order to teach the features of Turkish language structure, the new system of modern teaching models will be applied.

Having knowledge about the definition of Folk Literature and the identification of its general features, revealing the functional differences seen in the transition from the shaman to the folk poet in the historical process, the definition of who the “Ashık” is and of its historical course, the tradition of minstrelsy. Learning the basic characteristics of Love Literature and Tekke Literature and identifying their main representatives. Getting to know the significant representatives and examples of Folk Literature, explanation of the basic features of folk poetry genres (verse form, measure, rhyme, topic) and determining the language characteristics and local uses of folk poetry. Doing sample applications based on examples from Folk Poets according to centuries, evaluating examples of Folk Poems and Stories with an educational perspective for various levels of primary education.

With the acceptance of Islam by Turks from the Xth century, adopted Islam, and formed them under the influence of Arabic and Persian literatures in the 12th-13th centuries is called the Divan literature in Anatolia, carried on six centuries. The literary property started to be given by the spread of mysticism to Anatolia, later on Dehhani gave the first examples in Divan literature and it started its development. The first important poets in the 14th century were Ahmadî and Nesimî. The history, political and social structure of the Ottoman Empire, the value of poet sultans to art and literary are emphasized in 15-16th century. In this period, in Turkish literature there are important poets: Ahmet Pasha, Necati, Sheikh, Bâkî, Fuzûlî and Neva'î. It is given information about the literary personalities and works of these poets. With studies on language perceptive, social circumstance and world view are carried out with these poets’ excerption..

The course will introduce the terms, concepts and methods related to the new Turkish Literature. The course will focus on the area of New Turkish Literature, border, the efforts of reform and westernization in the Ottoman Empire, the first and second generation artists of the Tanzimat literature and their works. The course, examining the formation of the Servet-i Fünûn community, will analyze sample litrary texts form the Servet-i Funun period. Tanzimat, Servet-i Fünûn and Meşrutiyet period will be compared. Sample poems and novels of Fecr-i Âti literary society will be examined. The artistic understanding and works of top poets such as Yahya Kemal, Mehmet Akif who were the most prominant national literary figures will be comparatively examined. The couse will srutinze the changes observed in literary genres and the stylistic innovations of the writers.

At the end of the course, students will be familiar with many different types of qualitative and quantitative research methods. They will also learn how to design a research paper. Students will be able to state and conduct their own research problems/questions and hypotheses and criticize others’ researches.

The aim of this course is to give the students an understanding about the computer fundamentals such as type of computers, hardware, software, network, web, Internet, computer security and other emerging technologies such as e-commerce, blogs, wiki, RSS, social networking, and Google applications, health concerns, green computing, and accessibility. Students will understand many of the key ethical, legal and social issues related to information technology and how to interpret and comply with ethical principles, laws, and regulations. At the end of this course students will be familiar with the computer terminology as well as hands-on practices with some of the application programs using Microsoft Office (Word and PowerPoint) exercising on preparing reports, formatting, inserting charts etc. Credits: (2, 0,1)3 Prerequisites: ECTS credits: 5 Abbreviated Title: Computer I Category: Core Course Teaching Language: Turkish

Basic concepts about teaching, principles of learning and teaching, importance and benefits of planned work in teaching, determining the goals and objectives(cognitive, affective and dynamic goals), planning of teaching (united annual plan, daily plan and event examples), regulation of content, preparation of a statement table, teaching and learning strategies, learning-teaching theories and approaches such as (teaching through presentation, learning through invention, research-inquiry learning, programmatic learning, project-based learning, cooperative learning, constructivism), learning-teaching methods and techniques (lecture, guided discussion, case study, methods of demonstration), their relationship with practice, teaching tools and materials, duties and responsibilities of the teacher in increasing the quality of teaching services, teacher competencies, adaptation of the students to basic cognitive concepts of education and teaching and teaching plan design, physical properties of teaching environment.

In this course where it will be concentrated on the verbal existence of language, words will be classified according to basic features such as structure, meaning and usage. As well as simple, derived and compound words in Turkish, the word stereotypes will be indicated. A connection will be established between a dictionary and the variety of meaning in words through giving some information about basic meaning, side meaning, term meaning and metaphorical meaning. The role of meaning changes in defining the Turkish concept areas will be discussed. The difference between nouns, adjectives, pronouns and adverbs will be covered with examples through drawing boundaries of the noble words whose subspecies are identified by their usage. The functions of verbs in content, meaning and syntax will be examined.

This course focues mainly on the concept of folk literature and explores the difference between folk literature and other literatures. It discusses the general features and functions of anonymous folklore genres and texts, compares the genres with each other and reveals similar and different aspects. The classification of the ancient Turkish epics before and after Islam, their general characteristics, the tradition of singing epic, the formation stages of natural epics are other topics to be discussed in this course. It also compares the general characteristics of the tales with the features of the Turkish tales, explaining the tradition of fairy tales. It introduces the general characteristics of other forms of folk literature (legends, folk tales, anecdotes, etc.) and their functions in society.

Divan Literature also experienced its brightest period which had undergone the most magnificent period of the 16th century, parallel to the Ottoman Empire. With the 1699 Karlowitz Treaty, the Ottoman Empire enters a period of stagnation. Then the period of regression started. Among the important political and social events of the period are the Tulip Revolution - Patrona Halil Rebellion. On the other hand, the development in literature continues. The selection of texts in Turkish literature are also discussed which belongs to 17th-18th century. Nef’î in ode, Şeyhulislam Yahya in Gazelle, Nabi in wisdom poetry, Nedim and Şeyh Galip in Suhana utterance. Information about literary personalities and literary property. The basic ration of the Aruz measure.

The course will introduce the terms, concepts and methods related to the new Turkish Literature. The course will focus on the area of New Turkish Literature, border, the efforts of reform and westernization in the Ottoman Empire, the first and second generation artists of the Tanzimat literature and their works. The course, examining the formation of the Servet-i Fünûn community, will analyze sample litrary texts form the Servet-i Funun period. Tanzimat, Servet-i Fünûn and Meşrutiyet period will be compared. Sample poems and novels of Fecr-i Âti literary society will be examined. The artistic understanding and works of top poets such as Yahya Kemal, Mehmet Akif who were the most prominant national literary figures will be comparatively examined..

Provide to have knowledge about the feautures of the basic concepts of linguistics, language shapes approach, linguistics, and their personalities guiding the work, size and use descriptive language. The concept of the basic concepts of linguistics and linguistics. Saussure and structuralism, Europe (the Prague school of linguistics), and American structuralism, theories of speech-act, in various fields such as semiotics approaches to the introduction of differentiation of language.-Important personalities guiding the work of Linguistics (Martinet, Bloomfield, Harris, Hjelmslev, Chomsky, and so on.) studies to be addressed together. Descriptive analyzes the pragmatic dimension as well as for the use made of the language. Summarize the subject and scope of linguistics. List the sub-branches of linguistics. Discuss the relationship among language, thought and culture. List the types of linguistics. List 20th century linguistics and compare schools. Review the basic concepts and principles of the semiological approach. Critical approach to contemporary theories of linguistics.Do linguistic analysis of text.

Within the scope of the Human Relations and Communication course, students will get information about the definition of interpersonal communication; Communication model and characteristics of communication, effective listening and feedback, factors preventing communication (source, channel, receiver, etc.), factors facilitating communication, the role and use of emotions in communication, conflict and prevention in communication, important points to be considered in student, teacher, parent communication, issues such as communication practices that have a high level of relevance in the field of guidance and psychological counseling. During the semester, students will be able to to use the information they have learned about communication and other lessons in a useful way and put them into practice when they start their career.

Basic concepts related to computer assisted education, computer assisted instructional items, theoretical foundations, benefits and limitations application methods, basic concepts of computer assisted instruction, institutional foundations, computer assisted instructional practices, basic concepts related to Html files, instructional softwares, Formatting, the roles of teacher and student in computer assisted instruction, specific tutorial software, exercises and repetitive software, simulation software, educational game software, problem solving software, designing course software and course software development process, design of visual audio items, Interface design, assessment and selection of course aids, distance education-teaching practices, database applications, computer / internet children / teenagers Its negative effects and prevention.

In this century it is very important to catch the innovation in technology since it is a fundamental key in lifelong learning. Educational materials are one of the key components in education. They can be described as the informative materials that both the teacher and student may use during the teaching process. Therefore a student teacher needs to know the way of developing a material, improving and using it during the process. Consequently, educational materials must be prepared in such a way that they help the teacher with quality planning and carrying out of the teaching process and students with their independent learning. In other words these materials should be prepared according to some specific standards. In this course student teachers are taught developing, improving and using educational materials according to a particular curriculum. Credits: (2, 0,1)3 Prerequisites: ECTS credits: Abbreviated Title: teaching technology and materials development Category: Core Course Teaching Language: Turkish

The purpose of the course is; the investigation of the relation between language skills and areas of skills ;Main concepts and methods in reading; The place and importance of reading in language skills and in daily life; The important positive, negative, physiological and psychological factors that must be considered. The classification of basic and high skills in reading education. The creation of classroom environment in reading education, school and class libraries; Techniques and methods used in reading education ; reading loudly, reading silently, reading selectively, controlled reading, critical reading and fast reading. The purpose of reading education; selection of texts and themes in reading education; measurement and evaluation in reading; preparing teaching plan for reading education; application studies for reading education.

Listening, hearing, listening position, brain structure, listening comprehension, memory, parts and types of memory, sensation, perception, realization of meaning, factors affecting listening, relationship between listening and language skills, listening styles (Parser listening, communicative listening, aesthetic listening, listening for information, critical listening) Listening comprehension strategies, listening styles, ways of developing listening skills, studying to develop listening skills, place of listening education in Turkish education programs, Turkish textbooks in terms of listening skills, testing and evaluation in listening education, various listening-comprehension exercises for teacher candidates to use in primary Turkish lessons, introducing and facilitating these exercises so that they can improve themselves, making various listening exercises in the classroom.

To make the students be aware of the similarities and differences between children’s literature and general literature, determine the specialties of children’s books and criticize the appropriateness of them. The concept of children’s literature and its development in Turkey and throughout the world. The developmental stages and characteristics of teenagers ages between 12-15. The expected features of a children’s book. A critical aspect of children’s books. The development of children’s periodicals in Turkey and throughout the world. The specialties of children’s periodicals. A critical aspect of the current periodicals. Creating an alternative children’s periodical. A critical aspect of created alternative periodicals. Children’s poems, fairy tales, theatre, stories and novels. Discuss the concept of children’s literature. Explain development of children’s concept in Turkey and throughout the world and give examples. Focus on what kind of role the children’s books have in gaining reading habits. Explain the specialties of children’s books and criticize the books in terms of their covers. Explain the development of children’s periodicals in Turkey and throughout the world and give examples. Criticize current children’s periodicals. Assess and criticize the children’s periodicals that they have created. Prepare of a list of books that have been published in different types of literary and discuss the appropriateness of them.

General information about world literature is given. The works that are presented in the process starting with oral literature in the world are examined. In the literature, the movements and the names and works that pioneered these movements are examined in the theoretical dimension. Works are carried out on the works which have many classical works, especially Latin literature and Greek literature. It is aimed to read and analyze the well-known books in world literature and to introduce these works. An elite of world classics, memorable and traditional summarization, character analysis and depiction without shifting to the understanding of contemporary literary analysis to examine the understanding. Critical reading practices using clues gained in the reading education course.

Community Service refers to a service or a help that a person or a group of people act upon for the benefit of community. This course is supposed to strengthen student teachers’ senses of civic engagement, cooperation, effective communication and self-evaluation skills. In this course it is also aimed to raise awareness about global issues. As a first step, students are expected to draw a framework about problems people experience through their lives. They need observe these problems and create a list. Afterwards students have to create teams and set a goal about their project. In the process students have to organize activities in line with their main goal. Broaden your educational, developmental and social goals. With this course student teachers are expected to improve their leadership, organisation, communication, empathy and decision-making skills.

Basic concepts specific to the field of Turkish education and their relation with the field teaching, the legal basis of the field, especially the Constitution and the National Education Basic Law, general aims of Turkish education, methods, techniques, tools and materials used, , theme, unit, activity, etc.). It is aimed that the teaching principles will be applied in the activities related to listening, reading, speaking and writing skills, examining and evaluating the textbooks, teacher's guide book and student workbook samples and activities related to high-level thinking skills (critical thinking, creative thinking, reflective thinking) the problem solving and the comprehension of the relationship between literary texts. Credits: (2, 0, 2)3 Prerequisites: ECTS credits: Abbreviated Title: SPECIAL TEACHING METHODS I Category: Area Core Course Teaching Language: Turkish

The students of this course will get knowledge about basic concepts and approaches in classroom management, preparation for the new academic year, basics of classroom managment, the factors that influence classroom management and student behaviour, communication and interaction in classroom, creating a good classroom climate, classroom as a social system, classroom management models, physical layout of the classroom, Undesirable behaviors and coping strategies, development and implementation process of classroom rules, time management in classroom, management of the learning and teaching processes, dealing with problematic students in classroom, teachers as leaders, school-environment and teacher-parent interaction, problems related to counseling services, management of multi-cultural classrooms, management of classrooms with disabled students, effective use of educational technologies.

Basic concepts and principles of speech, introducing the basic concepts and principles of speech and explaining the importance of speech in our daily lives. The place and importance of speech among linguistic skills, the importance and place of speech in daily life. Positive and negative factors to be considered in speech education: physiological and psychological factors. Classification of basic and higher abilities in speech education. Creating environment in speech education, visual and audial equipment. Techniques and methods used in speech education. Prepared speech, unprepared speech. Voice training and speech. Aims and outcomes of speech education. Choosing texts and topics in speech education. Material use in speech education. Measurement and evaluation in speech education. Preparing lesson plan in speech education. Application studies for speech education.

Basic features of oral language and oral communication. Verbal lecture; Basic features of speaking skills (Using natural language and body language) Basic principles of good speaking; Basic features of a good speaker (emphasis, intonation, pause, diction etc.), Unprepared and prepared speech, stages of speech preparation (Selection and classification of the subject, aim, point of view, determination of main and side thoughts, planning, writing of text, presentation of speaking). Conversation types 1: mutual talk, conversation, introducing oneself, responding to questions, Christmas, birth, feast etc. celebrating an important event, Speaking on the phone, asking for a job, talking with someone, interviewing radio and television, participating in different cultural and art programs as a speaker, etc. Making unprepared speeches in different subjects, working on examples of speech and verbal expression practices, correcting the language and expression mistakes in the speeches.

Dil edinimi,dil öğretimi,anadil ve yabancı dil, iki dillilik kavramlarının tüm boyutlarıyla tanıtılması. Türkçenin anadili olarak öğretilmesiyle yabancı dil olarak öğretilmesinin farklarını belirginleştirme. Türkçenin özellikle yabancı dil olarak öğretilmesinin kültür boyutuyla ilişkilendirilmesi. Türkçenin ilke, yöntem bağlamında yabancı dil olarak öğretilmesi. Diğer dünya dillerinin yabancı dil olarak öğretilmesi sırasındaki kuramsal tartışmalar ve bu alandaki yöntemsel yaklaşım biçimleri. Yabancı dil öğretiminde kuramsal çerçeve. Avrupa Dil Dosyasının tanıtımı. Yabancı dil olarak Türkçe öğretiminin Türkiye’nin tanıtımına katkısı. Türkçenin yabancı dil olarak öğretilmesinde kullanılan çeşitli ders kitaplarının tanıtımı ve eleştirisi. Türkçenin ilke, yöntem bağlamında yabancı dil olarak öğretilmesi, Türkçenin yabancı dil olarak işleme süreci ve uygulamalar.

The students of this course will be able to understand the general features of Turkish Education in the previous period from Islam and explain the development of Turkish Education in the Ottoman period in relation to the renewal movements, will review reforms in the field of education during the Republican period according to school levels and teacher training policies, will be able to recognize the Turkish educational thinkers in relation to the periods they lived and explain the contributions of these thinkers to Turkish Education. Students will also learn about the education system from the earliest periods of the Turkish History until the present day and will question our education system by seeing the successful and unsuccessful aspects of the educational policies applied in different periods.

It’s a lesson that examines the problems that Turkish faces. Aim of this lesson is, debate the problems of Turkish, increase Turkish awareness in students. Examine the Turkish problems in a general framework and developing a solution proposal is one of the goals of the course. General titles: Turkish writing problems, evaluating whether Turkish is a science language, foreign language teaching, problems that foreign language education leads to, misspellings made in newspapers and television, differences between spoken and written languages, mistakes made in Turkish on the internet, the importance of mother tongue education, mother tongue consciousness problem, problems such as terminology will be discussed. It is aimed to raise awareness by taking the opinions of the students on these problems and proposing solution.

Apply teaching according to the theory,strategy and method. Evaluate teaching according to theory, strategy and methods. Examination of the pre-school environment, determining the teaching methods to be used in pre-school education (drama, games, songs, case studies, demonstrations, trips and observation, story, question-answer, discussion, project), preparing the materials, monitoring of previously prepared teaching practices, It includes micro-teaching practices within the scope of work. After taking this course, students plan different activities determined in accordance with acquisition and display. Apply planned activities. Prepares daily plan. Prepares monthly plan. They prepare children evaluation forms. They apply children evaluation forms. Prepare plans for different approaches to pre-school education program.

The basic concepts and facts related to measurement and evaluation in education, the qualities required to be found in measurement tools (reliability , validity , usability) , the results and processoriented measurement tools used in education, tools based on traditional approaches (multiple choice tests , Interviews , performance evaluation , student product file , project and performance assignments, peer evaluation, self-assessment, attitude), and a variety of tools for student identification (eg, written exams, Scales), Cognitive , Affective , and Psycho-motor Behavior Measurement , basic statistical operations on measurement results , evaluation of learning outcomes and grading. Credits: (3, 0, 0)3 Prerequisites: ECTS credits: Abbreviated Title: QUANTIFICATION AND CONSIDERATION Category: Area Core Course Teaching Language: Turkish

What is theatre? Information about the development and birth of the types of tragedy and drama. Modern Turkish theatre. Important names and their works. Application and explanation of vitalisation techniques. Explanation of drama applications for Turkish teaching by using examples. Theatre: intonation on oratory, presentation, theatre memorization and text. Development of traditional theatre concept since Aristoteles. The main concepts about theatre field. Vitalisation and vitalisation techniques, improvisation works. Determinations aimed at theatre language. Dramaturgy, construal and staging. Study of reading and writing dialogue and monologue. The information on the selected text on this topic. Presenting of creative drama concept and studies. Ways of utilization in Turkish education by using creative drama studies. Turkish teaching and gamification techniques.

The position of a textbook as the most important support in teaching. Applications and introductions which form the external(laws, regulations, school types, market conditions etc.) and internal (methods, characteristics of a topic, physical structures etc.) Utilization of international research on textbooks. Wealth and consolidation forms of thematic integrity on textbooks. Variety of text selection in Turkish lessons function and usage of charts and practical projection on textbooks by using (old-new)different understanding. Study made so that each teachers can have multiple understanding about the textbook and write evaluation form. For this study from the establishment of the Republic until today applied to different teaching programs with varied understanding of which books should be used.

The aim of this course is to enable ELT students to observe the structure of their observation school; teachers and students; classroom activities; how English lessons are delivered; to write reports about their observations and to prepare for the Practice Teaching course of the following semester. The basic activities carried out by ELT students consist of studying existing school rules and regulations; observing classroom environments; the activities carried out by school teachers both inside and outside the classroom and the use of audio-visual technology in English Language Teaching and investigating the processes of lesson planning, motivating learners, delivering lessons and evaluating learning outcomes.

Students will be informed about basic concepts related to psychological counseling and guidance, student personality services, principles of guidance, historical evolution of psychological counseling and guidance, service areas in psychological guidance and conseling, psychological counseling and guidance services, psychological counseling services, individual recognition services, Information gathering and dissemination services, placement and monitoring services, orientation services, consultation services, research and assessment services, relations with parents and environment, improving their inter-personal relations, awareness of family and society, improving their knowledge and skills for a healthy and safe life, awareness development of the place and importance of the professions in human life. Credits: (3, 0,0)3 Prerequisites: ECTS credits: Abbreviated Title: GUIDANCE Category: Area Core Course Teaching Language: Turkish

The aim of this course is to teach students the history and structure of the Turkish education system, the problems of the system (Centralized structure), administrative processes (motivation, decisionmaking, communication, change, problem solving, leadership), theories of administration, staff and student services in a school, various approaches of educational administration, and control mechanism in Turkish educational system. As part of this course students will be able to recognize the importance of parent-school, society-school communication and family involvement methods and activities. In this couse students are expected to learn the above mentioned topics and practice through school observations and case studies. Credits: (2, 0,0)2 Prerequisites: ECTS credits: Abbreviated Title: T.E. Systems and S. management Category: Area Core Course Teaching Language: Turkish

The aim of this course is to enable ELT students to observe the structure of their observation school; teachers and students; classroom activities; how English lessons are delivered; to write reports about their observations and to prepare for the Practice Teaching course of the following semester. The basic activities carried out by ELT students consist of studying existing school rules and regulations; observing classroom environments; the activities carried out by school teachers both inside and outside the classroom and the use of audio-visual technology in English Language Teaching and investigating the processes of lesson planning, motivating learners, delivering lessons and evaluating learning outcomes.

The aim of the course is to increase the knowledge of the students’ on gifted preschool children. Concepts and definitions of giftedness and talent, giftedness and genetics, gender, development and education of the gifted and talented preschool children, personal differences, educational needs, cognitive, social and emotional needs of the gifted children and problems faced by the gifted d and the solution offers, families of the gifted children topics will be examined. The concept of the course:Concepts and definitions of giftedness, theories of giftedness, gifted and talented in the World and Turkey, characteristics of the gifted, personal aspects, educational needs and educational adjustments for the gifted , cognitive, social-emotional needs, problems faced by the gifted and solution offers and families of the gifted.

Individuals with attention deficit and hyperactivity disorder; individuals with special skills; Classification: educational, psychological, medical; Prevalence and frequency of occurrence; Causes: prenatal, at the moment of birth, postnatal; Screening / diagnosis: medical, developmental and educational screening / diagnosis; Academic and non-academic characteristics, team and cooperation; Education-training environments; Science based practices; Characteristics of families; attitudes towards specific talented individuals, individuals with Learning difficulty / attention deficit and hyperactivity disorder and their families, services offered to families, support and legal rights. The use and adaptation of the play with children in need of special education; Instructional practices / activities; Developmental areas that can be supported through play; research results on effective use of play in special education. acquisition and planning of academic skills through direct teaching, and definite teaching approaches.

The medical, educational, behavioral and epidemiologic aspects of frequently occurring syndroms that lead to multiple mental illnesses, the role of environmental and genetic factors that cause these syndromes, importance of special education in advanced level diseases, diagnostics, identification and evaluation of disabilities at advanced levels, educational opportunities and Teaching methods for those with advanced disabilities. Health and care and team work for individuals with advanced disability. Educational and medical evaluation for determining and diagnosing individuals with hearing and seeing disabled, seeing and mental disabled, hearing and mental disabled, and those with cerebral palsy and mental disability, placement in educational environment, instructional plans, organizing educational evaluation for preparing instructional plans , developing and implementing inventories for assessing social skills, and preparing plans.

Definition of learning difficulty. Symptoms of learning difficulty. Classification of learning difficulties, reasons of learning difficulty.The classification of learning disability in the classroom environment, organizing classroom in accordance with the child's type of learning disability. Planning and conducting guidance and psychological counseling services for students with learning disabilities, their families and teachers.Learning strategies; Visual learning, Activities related to children with visual perception problem, Auditory learning, Activities related to children with auditory perception problem.To be able to prepare a treatment program to increase the academic and social development of students with learning disabilities.Responsibilities to be taken in preparation of individual training plan. School, family, school psychological consultant cooperation. Assessment of children with learning disabilities; Test and non-test evaluation techniques. Credit: (3, 0, 0)3 Prerequisite: None (ECTS) credit: 3 Abbreviated Title: Learning Disabilities, Category: Area Core, Language: Turkish