İngilizce Öğretmenliği (İngilizce) Lisans Diploması

ISCO:08 2353.08

ISCO:08 2353.08

The primary aim of the English Language Teaching bachelor's program is to train highly qualified English teachers who can contribute to English teaching practices at both national and international levels. These teachers will possess effective leadership qualities, be versatile, creative, critical, and reflective thinkers, be entrepreneurial, have strong communication skills, be capable of collaboration, exhibit high self-confidence, and embrace lifelong learning as a fundamental principle.

In the English Language Teaching bachelor's program, both theoretical courses and practical experiences are provided to ensure that teacher candidates develop into qualified English teachers. Throughout their undergraduate studies, each candidate is expected to participate in a range of extracurricular activities, as well as engage in various observation, research, and practical applications. To achieve the desired level of professional knowledge, skills, and attitudes, teacher candidates require significantly more time and effort than a one-semester part-time practice experience. Therefore, to equip teacher candidates with increasing responsibilities and practical competencies, practical activities related to the courses, observations, school experiences, and teaching practices are integrated into the program over five semesters, alongside the methods courses.

• Reflects the fundamental knowledge required by English language education in their courses.
• Designs teaching processes in English language education while considering student needs and characteristics.
• Applies different teaching methods, techniques, and tools in English language education.
• Implements various assessment and evaluation methods, techniques, and tools in English language education.
• Reflects the relationship between theory and practice in English language teaching applications.
• Develops scientific research or application projects related to English language education.
• Relates concepts and principles of the foundations of educational sciences to learning-teaching and assessment processes.
• Uses teaching and assessment methods, techniques, and tools appropriately according to their purpose.
• Acts in accordance with the principles and regulations regarding the aims, structure, and functioning of the education system.
• Applies digital technologies in face-to-face and online learning environments in the context of learners' needs.
• Reflects critical and creative thinking, ethics and social responsibility, problem-solving, independent and teamwork, accountability, and lifelong learning skills and values in individual and social life.
• Operates with an interdisciplinary and intercultural perspective.

Possesses advanced proficiency in the following key competencies:

1. Literacy competency
2. Multilingual competency
3. Mathematical competency and competence in science, technology, and engineering
4. Digital competency
5. Personal, social, and learning-to-learn competency
6. Citizenship competency
7. Entrepreneurship competency
8. Cultural awareness and expression competency

In terms of assessment and evaluation, TED University implements a criterion-based student evaluation system. Within this framework, the English Language Education Program employs both process-oriented and outcome-oriented evaluation methods, which are announced in course syllabi at the beginning of each semester. The success criteria for each evaluation method are also defined in the syllabi. Performance assessments, such as written exams, projects, designs, assignments, reports, presentations, portfolios, etc., utilize answer keys or rubrics (assessment tools). In these criterion-based evaluations, grading is done by comparing students' performance against predefined criteria or standards, assigning a score based on their achievement. The announced standards serve as the basis for converting these scores into grades. Additionally, at the beginning of the semester, instructors outline the learning outcomes of the course and the flow of the teaching process in the syllabi. These syllabi are shared with students and relevant stakeholders via the TEDU website and the LMS platform. Student success is evaluated by taking into account homework, projects, mid-term assignments/practices, final assignments/practices and other practices that replace exams. Evaluation methods are announced in course syllabi at the beginning of each semester. Additionally, at the beginning of the semester, instructors outline the learning outcomes of the course and the flow of the teaching process in the syllabi. These syllabi are shared with students and relevant stakeholders via the TEDU website and the LMS platform. The coefficients, points and status of the letter grades included in the grade point average calculations are given below:
Letter Grade_Coefficient_Point
AA _4,00_90-100
BA_3,50_85-89
BB_3,00_80-84
CB_2,50_75-79
CC_2,00_70-74
DC_1,50_60-69
DD_1,00_50-59
F(Failure)_0,00_49 and/or below.
FX (Failure)_ The grade FX is given to students who have not attended classes, or have not participated in mid-term exams, final exams, term projects or similar course assessments.
P (Pass)_The letter P (Pass), is given to students who have fulfilled all requirements of a non-credit course (project, seminar, internship).
I (Incomplete)_The letter “I” is given to students who have not been able to complete requirements such as assignments and projects given by the faculty member in time due to certain excuses. Such requirements are completed at the most in two weeks; if not, the letter “I” is converted into a letter grade of “F”.

To ensure the quality of higher education programs, the Council of Higher Education (YÖK) is responsible for planning, organizing, managing, and supervising the educational, instructional, and other activities carried out in higher education institutions. Each year, "University Monitoring and Evaluation Reports" for higher education institutions, prepared within the framework of the criteria determined by YÖK, are published. Based on these reports, YÖK shares quantitative and qualitative evaluations of higher education institutions with the public.
Additionally, YÖK publishes the "Foundation Higher Education Institutions Report" annually, containing academic, administrative, and financial data for foundation higher education institutions. These reports also include quantitative and qualitative evaluations, which 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 Ensuring the Quality Assurance of Higher Education Diploma Programs":
Creation and Approval of Academic Programs: 1.1. YÖK establishes the minimum standards and criteria required to open undergraduate departments and programs in higher education institutions. 1.2. The curriculum of undergraduate programs and the learning outcomes each program will provide to students are determined by the senates of higher education institutions in line with the basic principles set by YÖK. 1.3. The curriculum of National Core Education Programs is implemented by higher education institutions upon approval by YÖK after being accepted by the relevant Deans' Council.
Assessment and Evaluation: The methods for assessing and evaluating the learning outcomes that undergraduate programs aim to provide to students are carried out according to the education, instruction, and examination regulations prepared by higher education institutions, in accordance with the fundamental principles determined by YÖK.
Certification: Students enrolled in undergraduate programs are awarded a bachelor's degree upon successfully completing the course credits and other obligations determined by the higher education institutions.
Self-Assessment and External Assessment: In the context of continuous monitoring, higher education institutions enter their "Internal Evaluation 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 its "Institutional Feedback Report," which pertains to the external evaluation of higher education institutions, with the public. Additionally, accreditation decisions made by accreditation organizations authorized or recognized by YÖKAK indicate that the qualifications of the programs have met quality assurance standards. YÖKAK conducts regular review activities concerning the qualifications set by its regulations.
YÖKAK Institutional Accreditation Program - Full Accreditation and Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD) Accreditation

23.02.2024/22.02.2027

Admission to the first year of undergraduate programs is based on the results of the examination conducted by the Student Selection and Placement Center (ÖSYM). The admission of foreign candidates is carried out in accordance with the Higher Education Law, the regulations and decisions of the Council of Higher Education (YÖK), and the conditions determined by the Senate, with the approval of the relevant administrative board.

Graduates of the English Language Teacghin Undergraduate Program can be appointed as English Teachers in public and private educational institutions under the Ministry of National Education with the title of English Teacher. Graduates who wish to teach abroad or work in different fields within the education sector can also take on these roles, provided they meet the necessary qualifications. Additionally, those who wish to pursue an academic career in english language education or other education-related fields, either domestically or abroad, can become faculty members (research assistants) at universities, provided they meet the required conditions. Moreover, graduates can also work in various positions within the education sector, such as book authors or content development specialists in educational firms.

Law No. 2547 on Higher Education
1.1. Regulation on the Principles of Transition Between Associate and Bachelor's Degree Programs in Higher Education Institutions, Double Major, Minor, and Inter-Institutional Credit Transfer
1.2. Regulation on the Continuation of Bachelor's Studies for Graduates of Vocational Schools and Open Education Associate Degree Programs
2. Law No. 2547 on Higher Education (Supplementary Article 35)
2.1. Regulation on Higher Education Quality Assurance and the Higher Education Quality Board

The qualification is continuously valid.