PROGRAM DEVELOPMENT IN EDUCATION

Course Description

Program geliştirmeyle ilgili temel kavramlar; program geliştirmenin teorik temelleri; program türleri;öğretim programlarının felsefi, sosyal, tarihî, psikolojik ve ekonomik temelleri; program geliştirmeve öğretim programlarının özellikleri; program geliştirmenin aşamaları; programın temel öğeleri (hedef, içerik, süreç, değerlendirme) ve öğeler arasındaki ilişkiler; hedeflerin sınıflandırılması ve programın öğeleriyle ilişkisi; içerik düzenleme yaklaşımları; eğitim ihtiyaçlarının belirlenmesi;program geliştirme süreci ve modelleri; eğitim programı tasarım yaklaşımları; program değerlendirme modelleri; program okur-yazarlığı; öğretim programlarının geliştirilmesinde öğretmelerin görev ve sorumlulukları; MEB öğretim programlarının özellikleri; öğretim programlarının uygulanması;dünyada ve Türkiye’de program geliştirmede yeni yaklaşımlar ve yönelimler. Program geliştirmeye ilişkin temel kavramlar, eğitim programlarının tarihi, psikolojik, sosyal ve felsefi temelleri, program tasarım modelleri, program geliştirme modelleri.

PROGRAM DEVELOPMENT IN EDUCATION

Evaluation Tools (Active Term)

Course outcomes

No course outcomes have been defined yet.

Course Syllabus

Reference Books & Course Materials

1. 01 Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.
2. 02 Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
3. 03 Demirel, Ö. (2020). Eğitimde program geliştirme: Kuramdan uygulamaya (29th ed.). Pegem Akademi.
4. 04 Lecture notes available on Moodle

Learning Outcomes

1. L01 Define and explain the fundamental concepts, principles, and terminology of curriculum and program development in education. SOLO 4
2. L02 Explain the philosophical, historical, psychological, social, and economic foundations of educational programs and their influence on curriculum decisions. SOLO 4
3. L03 Compare and critically evaluate major curriculum design approaches and curriculum development models. SOLO 4.5
4. L04 Analyse educational needs and use needs-analysis findings to inform curriculum decisions. SOLO 4
5. L05 Formulate appropriate aims and measurable learning outcomes and explain their relationship with content, teaching-learning processes, and assessmnent. SOLO 3.5
6. L06 Select and arrange curriculum content by applying appropiate principles of scope, sequence, continuity, integration, and progression. SOLO 2.5
7. L07 Analyse the alignment among learning outcomes, content, teaching-learning processes, materials, and assessment within an educational program. SOLO 4
8. L08 Compare and apply major approaches and models used in curriculum evaluation. SOLO 3.5
9. L09 Explain teachers' roles and responsibilities in curriculum development, adaptation, implementation, and evaluation. SOLO 4

Program Outcomes

1. P01 1- make use of their professional training in language teaching and achieve effective classroom management,
2. P02 2- carry out research on the development of their learners’ social, psychological and personal characteristics by using testing and evaluation techniques in accordance with ethical principles and then report their results.
3. P03 3- conduct research using basic scientific research techniques with the aim to find solutions to problems that may be encountered in the field of Teaching English,
4. P04 4- evaluate, apply and interpret concepts and scientific methods related to the field of teaching English
5. P05 5- choose appropriate language teaching methods and techniques considering diverse learner characteristics stemming from their ages, learning styles, motivation and background knowledge,
6. P06 6- prepare daily lesson plans appropriate to the things to teach and deliver effective lessons by using appropriate course materials and instructional technology,
7. P07 7- choose appropriate materials available for use and/or develop their own course materials according to students’ level, interest and learning characteristics with the aim to use them in the teaching of language items (phonological, lexical, grammatical items and so on) and in the development of learners’ language skills (listening, speaking, reading and writing),
8. P08 8- choose and use appropriate measurement tools and materials to asses and evaluate learners’ development and success,
9. P09 9- explain the similarities and differences between first and second language acquisition theories, and relate these theories to language teaching theories and practices.
10. P10 10- make use of principles, theories, approaches and techniques for the development and evaluation of educational programs.
11. P11 11- explain the concepts of Theoretical Linguistics & Applied Linguistics and use their knowledge for the preparation of lesson plans appropriate to the characteristics of the target language,
12. P12 12- use information and communication technology together with computer software required by the field,
13. P13 13- describe the characteristics of different text types considering basic theories & approaches in translation and translate texts from English to Turkish and from Turkish to English,
14. P14 14- define the basic concepts and principles of classical and modern literature, analyse and construct information, and then make use of their literary knowledge in language teaching,
15. P15 15- use the target language to obtain and transmit information; communicate either orally or in writing.
16. P16 16- identify and solve problems in their social environment with the awareness of social responsibility they have developed.

Po-Lo Matrix