İngilizce Öğretmenliği Lisans Diploması

ISCO:08

ISCO:08

Objectives

Our goal is to train English teachers who are modern, democratic, have critical thinking skills, respect human rights, are committed to educational principles and fundamentals, are able to keep pace with technological advancements, and understand the importance of their profession.

Objectives

Our goal is to train confident teachers who integrate their specialized field knowledge with their teaching professional knowledge. Furthermore, we aim to establish a distinguished position among existing English language teaching programs in Turkey.

Education and training are provided through formal, open, or distance learning. Additionally, practical training is provided in laboratories and workshops within higher education institutions or through internships or workplace training in industry, healthcare institutions, and workplaces.

• The students will be able to know how to reach the necessary information and understand the concepts and processes related to language learning and teaching.
• The students will be able to have the knowledge of measurement and evaluation with special teaching strategies, methods, and techniques required by English Language Education.
• Thus, they can investigate the development of students by using different measurement and evaluation methods and techniques.
• The students will be able to use information technologies effectively both in the teaching planning process and in the learning process by taking into account the students’ developmental characteristics and individual differences, and the characteristics of the subject area The students will be able to evaluate the developments in the field of English language teaching using scientific methods and techniques.
• They will also be able to examine research methods and techniques used in English Language teaching, interpret and evaluate the gathered data, define and analyze the problems, and propose scientific solutions.
• The students will be able to recognize national and international cultural elements that may affect English teaching practices.
• They can also use these elements in the English language teaching and learning process.
• The students will be able to evaluate the acquired knowledge and skills critically and use appropriate methods and techniques for the development of critical thinking, creative thinking, and problem-solving skills in students.
• The students will be able to have national and universal sensitivities expressed in the Basic Law of National Education; be aware of the duties, rights, and responsibilities of the teaching profession; act in line with democracy, human rights, social, scientific, cultural and professional ethics; plan and implement professional projects and activities for the environment.
• The students will be able to take responsibility in individual and group work and perform the task effectively.
• They can also recognize themselves as individuals; use their creativity and strengths.
• The students will be able to develop appropriate educational environments for students to learn at the highest level by taking into account their individual, social and cultural differences, special interests and needs.
• They can also develop appropriate learning materials to create effective teaching-learning processes.

Possesses the following key competencies at an advanced level:

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

Exams consist of quizzes, midterm exams, final exams, single-course exams, make-up exams, exemption exams, and graduation GPA threshold exams. These exams can be written, oral, or both written and oral, and/or practical. All exams and activities are graded out of 100. A relative evaluation system is used in calculating the success grade, in accordance with the principles determined by the Senate. Scores below the Addition Limit (DKL) are not considered in the relative evaluation. The DKL is determined by the relevant instructor. The DKL cannot exceed 30 out of 100. At the end of the DKL application, the number of students excluded from the evaluation cannot exceed 30% of the number of students continuing the course. If the raw success grade is below the Lower Limit (AL) but above 30, it is graded as FD; if below 30, it is graded as FF. If the lower limit for the DD letter grade is above AL, a grade of FD is also assigned to those grades between the lower limit of the DD grade and 30. The value of AL is determined by the relevant committee, provided that it is between 35-45.

Letter grades are defined as follows:
Verbal Letter Grade Weighting Coefficient: Excellent AA 4.00 Good-Excellent BA 3.50 Good BB 3.00 Fair-Good CB 2.50 Fair CC 2.00 Poor-Fair DC 1.50 Poor DD 1.00 Fail FD 0.50 Fail FF 0.00 Exempt M - Pass G - Fail K - Absentee DZ 

A two-stage evaluation system is implemented in the English Language Teaching undergraduate program. Midterm evaluations are conducted for compulsory and elective courses during the ninth week of the semester. Midterm evaluation grades constitute 40% of a student's course grade. Final evaluation grades constitute 60% of the student's grade. The measurement and evaluation methods applied for each course are detailed in the "Course Curriculum." A relative evaluation system is used in evaluation, in accordance with the Erzincan Binali Yıldırım University Associate and Undergraduate Education, Instruction, and Examination Regulations and the Erzincan Binali Yıldırım University Examination Implementation Principles.

.

To ensure the quality of higher education programs,

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

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

• YÖK publishes the "Foundation Higher Education Institutions Report" annually, which contains academic, administrative, and financial data for foundation higher education institutions. 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 ensured according to the "Procedures and Principles for Ensuring the Quality Assurance of Higher Education Diploma Programs":

1. Creation and Approval of Curriculum: The Council of Higher Education (YÖK) determines the minimum standards and criteria required for the establishment of undergraduate departments and programs at higher education institutions.

1.1. The curricula 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 established by YÖK on these matters.

1.2. The curricula of the National Core Curriculum are approved by the relevant Deans' Council and implemented by higher education institutions with the approval of YÖK.

2. Measurement and Evaluation: The measurement and evaluation of the learning outcomes that each undergraduate program will provide to students are carried out in accordance with the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles established by 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 Evaluation: As part of continuous monitoring, higher education institutions enter the previous year's "Institutional Internal Evaluation Reports" into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year. YÖKAK prepares the "Institutional Feedback Report" regarding the external evaluation of higher education institutions and shares it with the public. Furthermore, accreditation decisions issued by accreditation bodies authorized or recognized by YÖKAK demonstrate that quality assurance is provided for the program's qualifications. YÖKAK conducts regular reviews of the qualifications determined in accordance with its legislation.

Accreditation Agency: Association for Evaluation and Accreditation of Teacher Education Programs (EPDAD)

Accreditation Start/End Date: 01.05.2025 / 01.05.2028

Candidates who hold a high school or equivalent diploma and enter student placement test ÖSYS and LYS English test are accepted to the program. Those successful students admitted to the program are required to take a proficiency exam and those successful in the exam start the English Language Teaching programme as freshman. Those who failed in the exam are supposed to attend English Preparatory School for one year.

The graduates of the Division of English Language Teaching can work as English language teachers at public and private schools at elementary and secondary level. They can also work as English language instructors and lecturers at the state and foundation universities. Moreover, they have the chance to work as translators, assistant experts, and experts at various institutions (translation agencies, ministries, and foreign trade).

1. Higher Education Law No. 2547

1.1. Regulation on Transfer Between Associate and Undergraduate Programs in Higher Education Institutions, Double Majors, Minors, and Inter-Institutional Credit Transfers

1.2. Regulation on the Continuation of Undergraduate Education by 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 Board

The document is valid continuously.