İngilizce Öğretmenliği Lisans Diploması

ISCO 08

ISCO 08

• The English Language Education undergraduate program aims to ensure that prospective teachers have teaching professional qualifications such as field knowledge, language knowledge, and student recognition. It aims to train teachers, researchers and scientists who have the ability to think scientifically and critically and are committed to technological changes and modern educational principles. In addition, the program aims to enable prospective teachers and researchers to gain the skills to evaluate developments in English language teaching by exploiting scientific methods and techniques. It is aimed that prospective teachers and researchers have knowledge about modern language education approaches and apply these methods to evaluate material design and use. One of the goals of this program is for prospective teachers to improve themselves by working with their colleagues.
• The program aims to teach prospective teachers to evaluate themselves, think reflectively and give direction to the teaching process depending on this evaluation. It aims to teach social responsibility to teacher and researcher candidates and to teach them to develop and implement projects in this field. This program aims to empower prospective teachers to conduct research related to their fields and share the information they have acquired with a wide audience. This program aims to raise individuals who are committed to the values of the Turkish National Education System, the Turkish Republic and universal human values, have ethical and aesthetic values, respect social values, are inquirers and researchers, and have strong communication skills. Finally, the undergraduate programme aims to contribute to the improvement of the quality of teacher education through the academic staff and the research conducted in the department.

• Learning takes place in a formal education setting through face-to-face instruction (A certain proportion may be remote, depending on the decision of the University Senate). Practicum teachings are held in private and public schools affiliated with the Ministry of National Education, and theoretical courses are held in classrooms on the university's central campus.

• Select and develop materials that can be used in language teaching.
• Relate language teaching methods to their historical developments and the theories on which they are based.
• Define the Turkish National Education system, the teaching profession and the field of educational sciences in all aspects.
• Evaluate the reliability of the resources to be used in language teaching.
• Apply research methods which may reach the true information and obtain reliable results while conducting research related to the field.
• Competently use the types of testing and assessment benefited in language teaching.
• Take into account the individual and environmental factors affecting language teaching and the learning disability factor, which is another important factor that will affect students' language development.
• Conceptualize what is happening in the field, examine the concepts recently formed and the information produced with the most appropriate techniques, and Apply the results effectively in practice.
• Determine the types of learning according to the individual needs of students and select and develop materials and activities accordingly.
• Prepare teaching technologies for students’ learning and use them effectively.
• Prepare and implement an individualized teaching plan for students with special educational needs.
• Solve problems by producing reliable and valid information and use research methods effectively to generate solutions to problems in the field.
• Follow the academic studies carried out in the field for personal and professional development.
• Participate in academic activities that will contribute to professional development.
• Reflect on the degree to which they have professional qualifications for teaching.
• Monitor their professional competencies, follow the developments in the field, and improve themselves in accordance with these developments and self-reflection.
• Develop cultural awareness to support multiculturalism and learn about new cultures.
• Know language teaching methods, theories of language acquisition, and factors affecting learning, critically evaluate them, apply them, scientifically Research their efficiency and share reliable results with their colleagues.
• Use a foreign language other than English at the B1 level of the European Language Portfolio in order to follow the advancements in language teaching at the global level.
• Adopt, apply and maintain attitudes and behaviours that are appropriate to both the society in which they live and universal values.

The graduates of English Language Teaching undergraduate programme have the key competencies listed below:

• Advanced proficiency in reading, comprehending, listening, and writing English
• Multilingual competence
• Competence in applying current language teaching approaches and techniques
• The ability to determine the student's language level, to prepare a lesson plan based on the student's level, age, cognitive and social skills and the principles of the Ministry of National Education
• Designing printed and digital materials depending on the student's level, age, cognitive and social skills, the reality of the learning environment aligning with the principles of the Ministry of National Education
• Ability to use digital tools in language teaching
• Personal, social and learning competence to learn
• Cultural awareness and competence of self-expression

The following testing and assessment techniques are used when determining the student's success grade.

• Exam (Written Exam/Test: True-False Test, Multiple Choice Test, Short Answer Test, Matching Test)
• Oral Exam
• Homework
• Project / Design
• Portfolio
• Performance Task (Application / Laboratory / Workshop / Field Study / Seminar / Presentation / Graduation Study / Thesis)

• Students are given an achievement letter grade for each course at the end of the semester/year in which they are enrolled.
• This achievement letter grade is determined by the instructor who teaches the course.
• In the evaluation of the success letter grade, the student's success in the midterm and final exams and their success in the classroom, course participation and applications are taken into account. The calculation of this letter grade is determined by the proposal of the relevant academic unit board, the decision of the relevant academic unit board and the approval of the Senate.
• The student's success grade is determined over 100 full points. This score is called the raw achievement score.
• A student whose raw achievement score is below 40.00 fails that course by receiving a direct (FF) grade.
• The coefficients and success letter grades are evaluated as indicated below:
• Coefficients-Grades: 4.00 (90-100) AA, 3.50 (85-89) BA, 3.00 (80-84) BB, 2.50 (75-79) CB, 2.00 (70-74) CC, 1.50 (60-69) DC, 1.00 (50-59) DD, 0.50 (40-49) FD, 0.00 ( 0-39) FF.
• DZ: Absent, GM: Did not enter, Oct: Missing, CC: Withdrawal from class.
• A student who receives one of the grades (AA), (BA), (BB), (CB), (CC), (DC) and (DD) from a course is considered successful in that course.

For monitoring the quality of higher education programs;

• The Council of Higher Education is responsible for planning, organizing, managing and supervising education and training and other activities in higher education institutions.

• The “University Monitoring and Evaluation Reports” of higher education institutions prepared within the framework of the criteria determined by the Council of Higher Education are published every year. The reports prepared according to these monitoring reports, which contain quantitative and qualitative evaluations of higher education institutions, are shared with the public by the Council of Higher Education.

• The “Foundation Higher Education Institutions Report”, which contains the academic, administrative and financial data of the foundation higher education institutions, is published every year by the Council of Higher Education. These reports, which contain quantitative and qualitative evaluations made for foundation higher education institutions, are shared with the public by the Council of Higher Education. The quality assurance of undergraduate programs in higher education is provided according to the “Procedures and Principles for Ensuring the Quality Assurance of Higher Education Diploma Programs”:

1. Creation and Approval of Educational Programs: The Council of Higher Education determines the minimum standards and criteria necessary for the opening of undergraduate departments and programs in higher education institutions.

1.1. The curriculum of undergraduate programs in higher education institutions and what the learning gains of each program will provide to the student are determined by the senates of higher education institutions in accordance with the basic principles determined by the Council of Higher Education on these issues.

1.2. After the curriculum of the National Core Education Programs is accepted by the relevant Council of Deans, it is applied by higher education institutions with the approval of the Higher Education Council.

2. Measurement and Assessment: How to measure and assess the learning gains that each undergraduate program will provide to a student is carried out in accordance with the teaching and examination regulations prepared by higher education institutions and in accordance with the basic principles determined by the Higher Education Council on these issues.

3. Certification: Students enrolled in undergraduate programs receive a bachelor's degree if they successfully complete the course credits and other obligations determined by higher education institutions.

4. Self-Evaluation-External Evaluation: Higher education institutions enter the “Internal Evaluation Reports of the Institution” of the previous year into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year in the context of continuous monitoring. The “Institutional Feedback Report” prepared by YÖKAK for the external evaluation of higher education institutions is shared with the public. In addition, accreditation decisions made by accreditation organizations authorized or recognized by YÖKAK also indicate that quality assurance of the qualifications of the programs is provided. YÖKAK conducts regular review activities related to the competencies determined in accordance with the legislation.

Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD)

Accreditation Start/End Date :

28.03.2019 - 28.03.2026

Admission of Turkish Students to the Undergraduate Program

Admission to the first cycle degree programs in Turkish higher education institutions is carried out with a central placement and aptitude test. The central placement exam is conducted by the Student Selection and Placement Center (OSYM). The exam (placement) consists of two stages. The first stage is the basic proficiency exam, and the second is the field proficiency exam. Students who get enough points for these two exams can make their first-year program choices based on their test scores. The placement in first-cycle degree programs is based on the scores students receive from the Higher Education Institutions Exam (YKS), which OSYM conducts through a centrally computerized process and the secondary education grade point average (high school in the Turkish Education System).

Admission of International Students to the Undergraduate Program

Each Turkish University determines its own admission criteria and decides which candidates meet these criteria. Therefore, applications from international students seeking a degree in a bachelor's program should be made directly to the relevant Student Affairs Office or the international office of the relevant university.

After receiving the necessary documents from the applicants, the faculty boards evaluate the application status of each applicant. If necessary, an interview can be made with the candidate by email or phone, or via online video calling platforms. Upon acceptance of the application, the applicant obtains the right to study at the university and register for the next semester.

• The duties of our undergraduate program are to serve the needs of English teachers in our country, to train academics who will meet the needs of our universities, and to conduct scientific research, research and publication activities. In this direction, after completing 4 years of undergraduate education, our graduates can move their careers forward by studying for a master's degree and a doctorate in this field or related fields and become faculty members at higher education institutions.
• Graduates of the department can work as English teachers in preschools, kindergartens, elementary schools, middle schools and high schools affiliated to the Ministry of National Education.
• In addition, they can sign agreements with notaries with the scores they will receive from the YDS (The National English Language Test) exam and become a sworn translator, or they can work for private translation agencies.
• They can also work as editors for international magazines, newspapers, press, and publishing organs.
• They can work as authors in publishing organizations that produce resources related to English language teaching and learning or prepare supplementary English learning and test resources for language exams organized by OSYM.

1. Higher Education Law No. 2547

1.1. Regulation on the Principles of Transferring Between Associate and Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit Transfer in Higher Education Institutions

1.2. Regulation on the Continuation of Graduates of Vocational Schools and Open Education Associate Degree Programs to Undergraduate Education

2. Law No. 2547 on Higher Education (Additional Article-35)

2.1. Regulation on Higher Education Quality Assurance and Higher Education Quality Board

The Qualification is valid.