İlköğretim Matematik Öğretmenliği Lisans Diploması

ISCO:08

ISCO:08

The main purpose of the program is to lead the transformation of education into social welfare by training mathematics teachers and academicians who have a high level of knowledge in mathematics and mathematics education at an international level, who can apply the knowledge they have, who know how to learn and teach well, who do this job with pleasure and who can constantly improve themselves. It is also aimed to contribute to the development of mathematics education literature through various scientific research and projects.

Learning takes place in the form of formal, open or distance education. In addition, practical training is provided in laboratories and workshops within higher education institutions or as internships or workplace training in industry, health institutions and workplaces.

Have sufficient knowledge about the structure and historical development of the Turkish Education System.

Have scientific and analytical thinking skills, know scientific research methods and techniques and use them in classroom applications.

Have the ability to use Turkish properly and effectively in accordance with its rules and to communicate healthy with students and colleagues.

Respects national culture and universal values. He/She becomes a teacher who is aware of Turkish national, spiritual, moral and cultural values ??and shows sensitivity to them in his/her profession.

Have the pedagocigal knowledge and teaching profession. He/She applies and evaluates the experiences, knowledge and skills he/she has gained in the school environment within the framework of the qualifications required by his/her profession.

It would develop a positive approach for learning all life long. Can make her/his own self-evaluation. He/she will have the general knowledge to be able to carry out interdisciplinary studies and relate his/her course to different disciplines.

Have skills in making connections, mathematical communication, problem solving, reasoning and the effective use of information and communication technologies in mathematics teaching.

Uses mathematical language and terminology accurately and effectively. Follows, understands, questions and uses scientific and social developments related to mathematics education for professional development.

Understands the foundations and relationships of mathematical concepts, grasps their importance.

Can access original information sources about mathematics. He/she has sufficient knowledge of foreign languages to follow foreign sources. Can classify the information obtained from sources and use it to produce scientific knowledge.

She/he has knowledge about primary and secondary school mathematics teaching programs in our country and around the world, teaching methods and techniques, and how to use measurement and evaluation approaches.

Has information about primary school students' learning difficulties and possible misconceptions regarding mathematics, their needs, interests, abilities, learning characteristics, individual differences, developmental levels and socio-cultural backgrounds.

Has advanced level of the following key competencies:

1. Literacy competence

2. Multilingual competence

3. Mathematical competence and competence in science, technology and engineering

4. Digital competence

5. Personal, social and learning to learn competence

6. Citizenship competence

7. Entrepreneurial competence

8. Cultural awareness and expression competence

Examinations conducted at the university are as follows:

a) At least one midterm exam is held for semester-based courses.

b) The end-of-semester exam is administered at the end of each semester for semester-based courses.

c) The end-of-year exam is administered at the end of annual courses.

d) The make-up exam is held for courses in which students were unsuccessful in the end-of-semester or end-of-year exams.

e) The single-course exam is held for students who have fulfilled the attendance requirement but have failed only one course required for graduation. A minimum score of 60 is required to pass the single-course exam. Students who have failed only one course required for graduation may take the single-course exam even if they have not completed their internship.

f) The excuse exam is administered for students who are unable to attend midterm exams due to a valid excuse. Students must submit their excuse documents to the relevant faculty/school within one week following the end of their excuse. If the excuse is deemed valid, students are granted the right to take an excuse exam by the decision of the relevant administrative board. Excuses are not accepted for exams other than midterms. A student with an accepted excuse cannot take the midterm exam, and if they do, the grade is voided and they are required to take the excuse exam for that course. The score obtained in this exam is considered as the midterm grade. No second excuse exam is granted.

The exam schedule is planned to be held within the dates specified in the academic calendar and is announced by the relevant faculty/school at least fifteen days prior to the beginning of the exams. Exams may also be held on Saturdays and Sundays, except on official holidays. More than two exams cannot be scheduled on the same day for the same class.

The final grade of a course is calculated by summing 40% of the in-term assessment and 60% of the end-of-term assessment. The in-term assessment includes at least one midterm exam, while the end-of-term assessment may include a semester/year-end/make-up exam or a combination of various evaluation methods. If multiple assessment methods are used, the in-term evaluation must include at least one midterm, and the end-of-term evaluation must include at least one of the final/year-end/make-up exams. These assessments may include exams, assignments, practical work, laboratory work, projects, field studies, or student portfolios. The weight of each component in the final grade is determined based on the recommendation of the course instructor(s) and the approval of the departmental academic board, or in faculties using a course-passing system and in units that award degrees at the department level, with the approval of the department board, and is announced to students one week before the start of the semester. Different implementations cannot be made for the same course.

Depending on the nature of the course, with the approval of the departmental academic board, or in faculties using a course-passing system and in units that award degrees at the department level, with the approval of the department board and relevant committees, it may be decided that no exam is required. The course grade is given on a scale of 100. To pass a course, a student must achieve a minimum final grade of 60. However, the minimum required score in the end-of-semester, year-end, or make-up exam is 50. If the final grade includes a decimal, scores of 0.5 and above are rounded up, while scores below 0.5 are rounded down to the nearest whole number.

https://ogr.gop.edu.tr/depo/menuler/birim_10307/mevzuat_49/dosya_icerik/8696513/mevzuat_20231117104202.pdf

In order to monitor the quality of higher education programs;

YÖK is responsible for planning, organizing, managing and supervising education and training and other activities in higher education institutions.

“University Monitoring and Evaluation Reports” of higher education institutions prepared within the framework of criteria determined by YÖK are published every year. Reports prepared according to these reports, which include quantitative and qualitative evaluations of higher education institutions, are shared with the public by YÖK.

“Foundation Higher Education Institutions Report”, which includes academic, administrative and financial data of foundation higher education institutions, is published every year by YÖK. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by YÖK.

The quality assurance of undergraduate programs in higher education is provided according to the “Procedures and Principles for the Quality Assurance of Higher Education Diploma Programs”:

1. Creation and Approval of Curriculum:

The minimum standards and criteria required for the opening of undergraduate departments and programs in higher education institutions are determined by the Council of Higher Education.

1.1. The curriculum of undergraduate programs in 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 determined by the Council of Higher Education on these issues.

1.2. The curriculum of the National Core Education Programs is implemented by higher education institutions with the approval of the Council of Higher Education after being approved by the relevant Deans Council.

2. Measurement and Evaluation: The measurement and evaluation of the learning outcomes that each undergraduate program will provide to students is carried out in accordance with the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles determined by the Council of Higher Education 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-Assessment-External Evaluation: In the context of continuous monitoring, higher education institutions enter the "Internal Institutional Evaluation Reports" of the previous year into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year. YÖKAK shares the "Institutional Feedback Report" prepared by YÖKAK regarding the external evaluation of higher education institutions with the public. In addition, accreditation decisions made by accreditation institutions authorized or recognized by YÖKAK also show that the quality assurance of the program qualifications is provided. YÖKAK conducts regular review activities regarding the qualifications determined in accordance with its legislation.

Teacher Education Programs Evaluation and Accreditation Association (EPDAD)

High school diploma and placement through a centralized national university placement examination, Student Selection Exam, ÖSS. Please visit www.osym.gov.tr for more information. There is a quota for international students who are admitted through selection by the university among the applicants.

Primary school mathematics teaching graduates work both in the Ministry of National Education and in public or private schools affiliated with the Ministry. They also have the opportunity to work as research assistants or lecturers in public or private universities after meeting other necessary conditions.

Law No. 2547 on Higher Education

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

1.2. Regulation on the Continuation of Undergraduate Education of Vocational Schools and Open Education Associate Program Graduates

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

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

Qualification is continuous