|Course Title||Code||Semester||L+P Hour||Credits||ECTS|
|Turkish Educational History||OSC 118||2||2||2||3|
|Prerequisites and co-requisites|
|Recommended Optional Programme Components||None|
|Language of Instruction||Turkish|
|Course Level||First Cycle Programmes (Bachelor's Degree)|
|Course Coordinator||Lec. Ömer ARSLANTAŞ|
To be able to examine the basic characteristics of Turkish Education History according to the periods and to be able to examine the legal, structural and educational arrangements in the field of pre-school education, primary education, secondary education, higher education and teacher education from the first years of the Republic.
Explain the basic features of Turkish Education History according to the periods. Explain the legal and structural arrangements in Turkish Education History. From the establishment of the Republic, it will be able to discuss developments in the education levels. Will be able to explain teacher training practices according to education levels. Will be able to analyze the problems and developments in the Turkish Education System in the historical process.
|1) Students realize the changes and developments recorded in the historical process of Turkish education system.|
|2) The students explain the important educators on the history of Turkish education and their contribution to the education system.|
|3) Students learn the general features of the Ottoman education system.|
|4) Students compare the pre-Islamic Turkish education system with the post-Islamic system.|
|5) Students learn about the meaning of education and training, the scope and content of the course.|
|Course's Contribution To Program|
|No||Program Learning Outcomes||Contribution|
Explains the theories of development, learning, and education related to pre-school children.
Explains regulations, principles and education program about early childhood education.
Explains basic concepts related to Science and Mathematics.
Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs.
Uses family involvement strategies actively.
Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology .
Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management.
Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects.
Applies appropriate methods and techniques to support children´s development from all perspectives.
Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics.
Modifies education settings to accommodate children with special needs and applies an inclusive education.
Uses information technology effectively to reach educational goals.
Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives.
Takes an active role in individual and group activities and successfully finish the tasks.
Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement.
Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication.
Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development.
Has necessary skills and knowledge in the fields of music, games and drama.
Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues.
Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics.
|1||History and Education Science as a Social Science||Pre-reading the course books|
|2||The Purpose, Periods, Topics of Turkish Education History||Education and scientists who grew up during the Karahanlılar period|
|3||The Importance of Education History in Turkish Education||Nizamiye Madrassas and Anatolian Principalities|
|4||The Purpose, Periods, Topics of Turkish Education History||The concept of innovation in education|
|5||Education practices in Middle Asia Turkic States, Huns, Gokturks and Uygurs||Re-education|
|6||Training practices in Karahanlılar, Seljuks and Anatolian Seljuks from Inner Asia Turkic States||Renovation studies in education|
|7||Education practices in Ottoman||Re-education|
|9||Education practices in Ottoman||Re-education|
|10||Basic Characteristics of Education and Training in the Foundation Years of the Republic||Numerical data related to education|
|11||Republican Period Education Policies, Revolutions and practices in education||Educational Reforms|
|12||Legal regulations related to education in the Republican era||Education - Regulations and regulations related to education|
|13||Basic Principles of the Republic of Turkey Education System||Constitution, Basic Law of National Education and other laws related to education|
|14||Recent Developments in Turkish Education||Turkish Education History lecture notes|
|15||Recent Developments in Turkish Education||Turkish Education History lecture notes|
|Recommended or Required Reading|