İngilizce Öğretmenliği Lisans Diploması

İnönü University Central Campus (Elazığ Road 15.km) Pk:44280 Battalgazi/Malatya

Academic

ISCO:08

6

ISCO:08

Main

240

4 Yıl

The English Language Teaching Program is an undergraduate program within the Department of Foreign Language Education. The program includes courses in subject knowledge, teaching methodology, and general culture. These courses are divided into compulsory and elective courses.

Courses are conducted both theoretically and practically. Theoretical courses in the program are delivered in technology-supported environments.

The English Language Teaching Program, located in the Faculty of Education building on the Inonu University Campus, is staffed by 1 Professor, 2 Associate Professors, 1 Assistant Professor, and 2 Research Assistants.

Program qualifications (outcomes) are based on the Türkiye Higher Education Qualifications Framework (TYYÇ) Level 6 (Undergraduate Education) Qualifications, TYYÇ Teacher Training and Educational Sciences Core Area Qualifications Level 6 Level (Bachelor's Degree Education), Faculty of Education Teacher Training Bachelor's Degree Programs (Higher Education Council, 2007), English Teacher Special Field Qualifications (MEB, 2008), and General Qualifications for the Teaching Profession (MEB, 2008).

The program has Erasmus agreements with the University of Latvia (Latvia), Adam Mickiewicz University in Poznan (Poland), Higher Vocational State School in Wloclawek (Poland), Rezekne Academy of Technologies (Poland), and Universitatea de Vest din Timişoara (Romania).

 

In the department, education is primarily conducted through face-to-face formal instruction. The teaching process is supported by practical activities in addition to theoretical courses conducted in classrooms. Practical work related to the teaching profession is carried out in classroom environments within our faculty, language laboratories, and learning areas equipped with various technological infrastructures. Furthermore, as part of the teaching practice course, our students gain professional experience by completing internships under the guidance of teachers working in schools affiliated with the Ministry of National Education. Thus, the learning process is carried out holistically, both in the academic environment within the university and in schools in the field.

• The student understands the need for information and reach the information.
• The student analyzes and evaluates the information.
• The student knows the structure and properties of language.
• The student has the consciousness of continuous improvement of the four skills in English language (reading, writing, listening, speaking).
• The student uses her/his language skills to understand and interpret written and oral texts in various academic and professional contexts.
• The student knows the concepts, approaches, methods, techniques and theories in English language teaching.
• The student reflects the theoretical knowledge about the teaching of language skills via in-class and out-of-class practices.
• The student develops in-class and out-of-class practices based on the needs of the learner by taking the various learning environments and proficiency levels of the learner into account.
• The student uses various activities and benefits from the principles of classroom management which will improve the effectiveness of language teaching to help develop positive attitudes in the classroom.
• The student recognizes Information and Communication Technologies (ICT), knows the ways to integrate them with teaching and uses them effectively in-class and out-of-class.
• The student understands the relationship between language and culture, and benefits from culture in teaching language.
• The student develops, uses, and adapts materials appropriate for the learners’ age, proficiency levels, and interests.
• The student takes the language structure, learners’ age, proficiency levels, language learning strategies, and socio-economic variables into account developing/choosing testing instruments and out-of-class learning materials, and decides accordingly.
• The student interprets evaluation and measurement/testing results applied and gives feedback to the learners.
• The student recognizes her/his individual weaknesses and strengths.
• The student seeks to increase her/his personal and professional competencies by improving her/his knowledge and skills.
• The student carries out reflective thinking and self-assessment.
• student is aware of the importance of scientific research.
• The student conducts research studies in collaboration with the other teachers and researchers.
• The student defines problems in her/his classroom and school and describes and applies appropriate research methods (action research etc.) to solve these problems. In her/his social, professional, and personal lives, the student acts in accordance with democracy, human rights, and professional ethics.
• The student raises awareness about social problems and contributes to the solution of these problems.
• The student respects cultural and personal diversity and benefits from artistic and cultural activities to increase it.

Graduates of the department possess advanced proficiency in the following key competencies:

Critical Literacy: Effective communication in the primary and target languages, development of academic reading and writing skills.

Multilingual Competence: Advanced use of English as a foreign language. Additionally, functional use of at least one other foreign language.

Digital Competence: Integrating educational technologies, learning management systems, and AI-supported tools into teaching processes through effective use; adapting innovative digital tools and methods for pedagogical purposes.

Personal, Social, and Learning to Learn Competency: Planning learning processes, acquiring self-management skills, being sensitive to individual differences.

Citizenship Competency: Embracing democratic values, acting with social responsibility awareness.

Entrepreneurship Competency: Developing innovative ideas in education, designing creative learning environments.

Cultural Awareness and Expression Competency: Respecting cultural diversity, communicating effectively with students from different cultures, and integrating cultural content into teaching.

Please refer to “İnönü University Associate’s Degree and Undergraduate Education and Training Regulation” for exams and final grades.

1.The student understands the need for information and reach information. The student analyzes and evaluates the information.

2.The student knows the structure and properties of language.

3.The student has the consciousness of continuous improvement of the four skills in English language (reading, writing, listening, speaking).

4.The student uses her/his language skills to understand and interpret written and oral texts in various academic and professional contexts.

5.The student knows the concepts, approaches, methods, techniques and theories in English language teaching.

6.The student reflects the theoretical knowledge about the teaching of language skills via in-class and out-of-class practices.

7.The student develops in-class and out-of-class practices based on the needs of the learner by taking the various learning environments and proficiency levels of the learner into account.

8.The student uses various activities and benefits from the principles of classroom management which will improve the effectiveness of language teaching to help develop positive attitudes in the classroom.

9.The student recognizes Information and Communication Technologies (ICT), knows the ways to integrate them with teaching and uses them effectively in-class and out-of-class.

10.The student understands the relationship between language and culture, and benefits from culture in teaching language.

11.The student develops, uses, and adapts materials appropriate for the learners’ age, proficiency levels, and interests.

12.The student takes the language structure, learners’ age, proficiency levels, language learning strategies, and socio-economic variables into account developing/choosing testing instruments and out-of-class learning materials, and decides accordingly.

13.The student interprets evaluation and measurement/testing results applied and gives feedback to the learners.

14.The student recognizes her/his individual weaknesses and strengths. The student seeks to increase her/his personal and professional competencies by improving her/his knowledge and skills. The student carries out reflective thinking and self-assessment.

15.The student is aware of the importance of scientific research. The student conducts research studies in collaboration with the other teachers and researchers. The student defines problems in her/his classroom and school and describes and applies appropriate research methods (action research etc.) to solve these problems.

16.In her/his social, professional, and personal lives, the student acts in accordance with democracy, human rights, and professional ethics.

17.The student raises awareness about social problems and contributes to the solution of these problems.

18.The student respects cultural and personal diversity and benefits from artistic and cultural activities to increase it.

To ensure the quality of higher education programs,

• The Council of Higher Education (YÖK) is responsible for planning, organizing, managing, and supervising the education, training, and other activities conducted at higher education institutions.
• The Council of Higher Education (YÖK) publishes "University Monitoring and Evaluation Reports" for higher education institutions annually, prepared within the framework of criteria determined by the Council of Higher Education (YÖK). Reports containing quantitative and qualitative evaluations of higher education institutions, prepared based on these reports, are shared with the public by the Council of Higher Education.
• The Council of Higher Education (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 the Council of Higher Education.

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 Curriculum:

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

1.2. 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 fundamental principles established by YÖK on these matters.

1.3. 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 is carried out in accordance with the education, training, and examination regulations prepared by higher education institutions in accordance with the basic 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 the 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 shares the "Institutional Feedback Report" prepared for the external evaluation of higher education institutions with the public. Furthermore, accreditation decisions made by accreditation institutions authorized or recognized by YÖKAK also demonstrate that quality assurance is provided for program qualifications. YÖKAK conducts regular review activities regarding the qualifications determined in accordance with its regulations.

The English Language Teaching program has been accredited by the Teacher Education Programs Evaluation and Accreditation Association (EPDAD) for a three-year period covering May 1, 2025, to May 1, 2028.

Students are accepted according to the result of the Basic Proficiency Test (TYT) and Foreign Language Test (YDT) conducted by the Student Selection and Placement Center (ÖSYM).

1.The student understands the need for information and reach information. The student analyzes and evaluates the information. 2.The student knows the structure and properties of language. 3.The student has the consciousness of continuous improvement of the four skills in English language (reading, writing, listening, speaking). 4.The student uses her/his language skills to understand and interpret written and oral texts in various academic and professional contexts. 5.The student knows the concepts, approaches, methods, techniques and theories in English language teaching. 6.The student reflects the theoretical knowledge about the teaching of language skills via in-class and out-of-class practices. 7.The student develops in-class and out-of-class practices based on the needs of the learner by taking the various learning environments and proficiency levels of the learner into account. 8.The student uses various activities and benefits from the principles of classroom management which will improve the effectiveness of language teaching to help develop positive attitudes in the classroom. 9.The student recognizes Information and Communication Technologies (ICT), knows the ways to integrate them with teaching and uses them effectively in-class and out-of-class. 10.The student understands the relationship between language and culture, and benefits from culture in teaching language. 11.The student develops, uses, and adapts materials appropriate for the learners’ age, proficiency levels, and interests. 12.The student takes the language structure, learners’ age, proficiency levels, language learning strategies, and socio-economic variables into account developing/choosing testing instruments and out-of-class learning materials, and decides accordingly.13.The student interprets evaluation and measurement/testing results applied and gives feedback to the learners. 14.The student recognizes her/his individual weaknesses and strengths. The student seeks to increase her/his personal and professional competencies by improving her/his knowledge and skills. The student carries out reflective thinking and self-assessment. 15.The student is aware of the importance of scientific research. The student conducts research studies in collaboration with the other teachers and researchers. The student defines problems in her/his classroom and school and describes and applies appropriate research methods (action research etc.) to solve these problems. 16.In her/his social, professional, and personal lives, the student acts in accordance with democracy, human rights, and professional ethics. 17.The student raises awareness about social problems and contributes to the solution of these problems. 18.The student respects cultural and personal diversity and benefits from artistic and cultural activities to increase it.The required qualification requirement for graduation is to have successfully completed all the courses available in the program (equivalent to a total of 240 ECTS) and to have a GPA of at least 2.00 out of 4.00.

The graduates of the Department of English Language Teaching can work as an English language teacher in public schools and private schools (colleges, language courses, study centers) affiliated to the Ministry of National Education. Graduates can also work as lecturers and instructors in state and foundation universities. In addition, they can work in various institutions (translation agencies, ministries, foreign trade) as translators, experts and assistant experts.

• 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

• National Education Basic Law No. 1739

• Higher Education Council (YÖK) Framework for Teacher Training Bachelor's Degree Programs

• Higher Education Quality Assurance and Higher Education Quality Council Regulation

 

Qualification is continuous

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