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Information
| Code | ELT810 |
| Name | Personal and Professional Development |
| Term | 2024-2025 Academic Year |
| Semester | . Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | İngilizce |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. ZUHAL OKAN |
Course Goal / Objective
The aim of this course is to provide students with current methods and strategies for personal and professional development and that it is a continuing process.
Course Content
Methods and strategies for personal and professional development are presented and discussed with students.
Course Precondition
No pre-requisite
Resources
Brown, H. D. (1987). Principles of language learning and teaching. San Francisco:Prentice Hall. Hedge, T. (2007). Teaching and learning in the language classroom.Oxford: OUP. Schunk, D. H. (2012). Leraning Theories: An educational perspective. Boston: Pearson . Taylor, G. R. (2002). Using Human learning strategies in the classroom. London: The Scarecrow press. Williams, M., & Burden, R. L. (1997). Psychology for language teachers: a Social constructivist approach.Cambridge: CUP.
Notes
Allwright, D. & Bailey, K.M. (1994). Focus on the language classroom. CUP. Arabski, J.& Wojtaszek, A. (2011). Individual learner differences in SLA. Toronto: Multilingual Matters. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London: Lawrence Erlbaum Associates. Ellis, R.(n.d.). Understanding second language acquisition.Oxford University Press. Littlewood, W. (1986). Foreign and second Language learning: language acquisition research and its implications fort he classroom. Cambridge University Pres. McLaughlin, B. (1989). Theories of Second Language learning. London: Edward Arnold. Nunan, D. (1989). Understanding language Classrooms: A guide for teacher –initiated action. Cambridge: Prentice Hall. Nunan, D. (1994). The learner centred curriculum. Cambridge University Pres. Richards, Jack,C., Platt, John,& Platt, Heidi. (1992). Longman dictionary of language teaching Applied Linguistics. England: Longman Group. Wenden, A.,& Rubin, J. (1987). Learner Strategies in Language Learning. Toronto: Prentice Hall. Students' presentations, related videos and articles
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Students learn current approaches to personal and professional development. |
| LO02 | Students can discuss methods and strategies for personal and professional development. |
| LO03 | Students find out how to benefit from inservice teacher training courses, keeping a journal and classroom research |
| LO04 | Students become aware of the importance of self and peer observation. |
| LO05 | Students can eloborate on the current developments in the field with a critical eye. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | The students can critically analyze language learning theories | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | The students can develop themselves professionally | |
| PLO03 | Bilgi - Kuramsal, Olgusal | The students can critically evaluate the research studies in the field | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | The students can join in collaborative team work | 3 |
| PLO05 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can present his knowledge and share his experience in the field | 2 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | The students can think creatively to construct novice ideas | 2 |
| PLO07 | Yetkinlikler - Öğrenme Yetkinliği | The students can apply scientific research methods in novel studies | 3 |
| PLO08 | Bilgi - Kuramsal, Olgusal | The students can be aware of the ethical issues in their research studies | 3 |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | The students can discuss their arguments with evidence | |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | The students can implement higher order thinking skills in solving problems | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | The students can contribute to their fields by publishing their studies in journals | 3 |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | The students can contribute to the goal of becoming an intellectual community | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to personal and professional development. | Reading the relevant chapter | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 2 | Methods and strategies for personal and professional development. | Searching about the topic | Ölçme Yöntemleri: Ödev |
| 3 | Teacher Training, teacher education and teacher development | Reading articles | Ölçme Yöntemleri: Sözlü Sınav |
| 4 | Self observation and Peer observation | Designing an observation scale | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 5 | Teacher support groups | Reading some sources about the topic | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 6 | Teacher cognition and Teacher identity | Interviewing EFL teachers about the topic | Ölçme Yöntemleri: Ödev |
| 7 | Action Research | Reading about action research | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 8 | Mid-Term Exam | Studying for the exam | Ölçme Yöntemleri: Ödev |
| 9 | Digital literacy | Inviting an expert to the class | Ölçme Yöntemleri: Ödev |
| 10 | Mentoring and Coaching activities | Finding some example cases to be discussed in the class | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 11 | Teacher and Learner Agency | Reading article about the topic | Ölçme Yöntemleri: Ödev |
| 12 | Assessment and assessment tools conducted in EFL classes | Finding examples of assessment tools prepared for different levels of EFL students | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 13 | Use of technology and artificial intelligence into teaching | Reading articles about the topic | Ölçme Yöntemleri: Proje / Tasarım |
| 14 | Teacher well being | Searching about the topic on the internet | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 15 | Social Emotional Learning | Reading about the topic | Ölçme Yöntemleri: Ödev |
| 16 | Evaluation of articles | Finding and reading an article | Ölçme Yöntemleri: Performans Değerlendirmesi |
| 17 | Term Exams | Studying for the exam | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||