İlköğretim Matematik Öğretmenliği Lisans Diploması

ISCO:08

ISCO:08

• To train teachers who develop positive attitudes toward teaching, serve as appropriate role models for their students in terms of personal and professional life, and possess professional skills in their field.
• To train teachers who are capable of critical, creative, and independent thinking, effective communication, and accessing information, and who embrace a contemporary understanding of mathematics education, through superior knowledge and exemplary practice.
• To train teacher candidates who fully understand how students learn, can effectively use instructional technologies, possess fundamental knowledge and skills, encourage inquiry, foster critical thinking, value research, human rights, democracy, and ethics.

Education and training are provided through formal education. In addition, formal education is supported by distance learning using the online education platform developed by our university. Practical training is also provided as internship training in state schools affiliated with the Ministry of National Education.

• define mathematical concepts and problems, and use different problem-solving strategies by creating models.
•  follow the latest developments in mathematics education and view the methods used in teaching mathematics with a general and critical perspective.
• relate mathematical knowledge to daily life and other disciplines, and can solve problems encountered through reasoning in aesthetic, understandable, and practical ways.
• Is patient, determined, diligent, and attentive in learning and teaching mathematics, and continuously evaluates themselves in terms of their knowledge and skills.
• use mathematical language and terminology correctly and effectively, explain their thoughts using mathematical language, and think using inductive and deductive approaches.
• use Turkish effectively, be productive, respectful of core values, rational, inquisitive, creative, and adhere to ethical rules.
• They are knowledgeable about the general structure of the Turkish National Education system, the functioning of primary schools, and the administrative and mathematics-related duties at school. They are aware of Turkish national, spiritual, moral, and cultural values and demonstrate sensitivity to these in their profession.
• They know the developmental characteristics and learning styles of primary school students and can plan and implement effectively according to these characteristics. 
• They are responsible for their own academic and professional development, as well as that of their students and colleagues. They possess foreign language skills relevant to their field and play an active role in managing, developing, and implementing national and international projects.
• They access information and communication technologies, identify educational materials, and use these materials appropriately and effectively in the teaching environment.

Possesses advanced proficiency in the following key competencies.
•    Literacy
•    Multilingualism
•    Mathematical competence and competence in science, technology, and engineering
•    Digital competence
•    Personal, social, and learning to learn competence
•    Citizenship competence
•    Entrepreneurship competence
•    Cultural awareness and expression competence

Assessment and evaluation methods; types of exams and their contribution to course grades are determined by the senates of higher education institutions in accordance with the basic principles established by the Council of Higher Education (YÖK) on these matters.

Different methods such as assignments, projects, practical work, midterm exams, and final exams are used in assessment and evaluation.
Letter and/or number-based grading systems are used to evaluate student performance. Accordingly:

1. At the beginning of the semester, the instructor announces the course content, all matters that will form the basis for calculating the grade, relevant resources, and the time allocated to students outside of class hours. Exams are graded on a scale of 100 points. In units where the university's course passing system is applied, the success score for a course is the sum of 40% of the midterm exam (mid-term evaluation) score and 60% of the final exam or make-up exam score. Any decimal resulting from this calculation is rounded up to the nearest whole number. 
2.    A 100-point system is used for success evaluation at the university. The following grade conversion table is used to calculate the equivalents of the scores in the 4-point system:

(3) From the letter grades above;
a) A student who receives one of the letter grades (AA), (BA), (BB), (CB), or (CC) in a course is considered to have passed that course. Additionally, students with a semester/year grade point average of at least 2.25 are also considered to have passed courses for which they received a (DC) letter grade for that semester/year. This result is expressed as (DC+).
b) The (B) and (K) letter grades indicate non-credit courses and are not included in the average calculations.
c) The letter grade (M) is given to students who transfer from outside the University or enroll in the University through the ÖSYM exam, horizontal and vertical transfer, for courses they have previously taken and whose equivalence has been recognized by the relevant administrative board upon the recommendation of the department chair, and for courses successfully completed as a result of an exemption exam. The letter grade (M) is not included in the average calculation. However, the credits for these courses are included in the total credits required for graduation.
c) F1: Absent without excuse; no right to take midterm/final or make-up exams.
d) F2: Attended, but did not take the midterm/final or make-up exam.
e) F3: Attended, took the midterm/final exam, but failed because the exam score or course success score was below the required level.
f) F4: Took the make-up exam but failed because the exam score or course grade was below the required level.

(4) In faculties and colleges where the course passing system is applied, the semester/year-end exam score of a student who did not take the make-up exam is taken into account.

(5) In units with in-semester practical courses, the practical grade is evaluated on a scale of 100 points. The practical grade must be at least 50, and students who receive a grade below this cannot take the midterm/final exam. If the student passes the practical grade, the grade they receive is added to the midterm/final exam grade and the average is calculated. This average is indicated as the midterm/final exam grade.

Students enrolled in this program must have a minimum GPA of 2.00 out of 4.00 and successfully complete all courses in the curriculum with a minimum grade of DC in order to graduate.

The minimum ECTS credits required for graduation is 240.

To ensure the quality of higher education programs;

YÖK is responsible for planning, organizing, managing, and supervising education, teaching, and other activities carried out at higher education institutions.

“University Monitoring and Evaluation Reports” for higher education institutions are prepared annually in accordance with criteria determined by YÖK and published. Reports containing quantitative and qualitative evaluations of higher education institutions, prepared based on these reports, are shared with the public by YÖK.

Quality assurance for undergraduate programs in higher education is provided in accordance with the “Procedures and Principles for Ensuring Quality Assurance of Higher Education Diploma Programs”:

1. Creation and Approval of Teaching Programs:

1.1. YÖK determines the minimum standards and criteria required for the establishment of undergraduate departments and programs at higher education institutions.

1.2. The curriculum of undergraduate programs at higher education institutions and the learning outcomes that each program will provide to students are determined by the senates of higher education institutions in accordance with the basic principles established by YÖK on these matters.

1.3. After the curriculum of the National Core Education Programs is approved by the relevant Dean's Council, it is implemented by higher education institutions with the approval of YÖK.

2. Assessment and Evaluation: The assessment and evaluation of the learning outcomes that each undergraduate program will provide to students shall be conducted in accordance with the education, teaching, and examination regulations prepared by higher education institutions in line with the fundamental principles established by the Council of Higher Education (YÖK) on these matters.

3. Certification: Students enrolled in undergraduate programs receive a bachelor's degree upon successfully completing the course credits and other requirements determined by higher education institutions.

4. Self-Assessment-External Assessment: In the context of continuous monitoring, higher education institutions enter their “Institutional Self-Assessment Reports” for the previous year into the Information System prepared by the Higher Education Quality Council (YÖKAK) at the beginning of each year. YÖKAK shares the “Institutional Feedback Report” it prepares regarding the external assessment of higher education institutions with the public. In addition, accreditation decisions made by accreditation organizations authorized or recognized by YÖKAK also demonstrate that the quality assurance of the programs' competencies is ensured. YÖKAK conducts regular review activities regarding the competencies determined in accordance with the legislation.

Teacher Education Programs Evaluation and Accreditation Association (EPDAD)

1. Graduation from a secondary education institution or a secondary education institution in a foreign country whose equivalence has been approved by the Ministry of National Education, and meeting the admission requirements for undergraduate programs at higher education institutions.
2. Placement in the relevant undergraduate program at a higher education institution based on the results of the central examination conducted by the Measurement, Selection, and Placement Center (ÖSYM), the procedures and principles of which are determined by the Council of Higher Education (YÖK).

• Graduate Education Opportunities: Those with a bachelor's degree can continue to master's programs and, if they meet the relevant requirements, to doctoral and artistic proficiency programs that accept bachelor's degrees.
• Double Major Program: Undergraduate students have the right to participate in double major programs offered by the higher education institutions where they are studying. Students enrolled in dual major programs can take courses from two degree programs simultaneously and, if successful, receive two separate bachelor's degrees.
• Teacher Training: The program trains teachers with the knowledge, skills, and experience to teach mathematics in private and public middle schools affiliated with the Ministry of National Education.

1. Higher Education Law No. 2547

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

1.2. Regulation on the Continuation of Bachelor's Degree Education for Graduates of Vocational Schools and Open Education Associate Degree Programs

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

2.1. Regulation on Higher Education Quality Assurance and the Higher Education Quality Council

The qualification is permanently valid.