İngilizce Öğretmenliği Lisans Diploması

ISCO-08 (2353)

ISCO-08 (2353)

The English Language Teaching Department prepares prospective English language teachers for primary, secondary and high schools as well as universities. The aims of the program include: a) developing students' own language skills; b) being able to understand the relations between language and culture; c) gaining professional knowledge in the basic theories, methods and principles of English language teaching; d) attaining skills to be able to teach English language in the light of current teaching techniques; and e) preparing students for post-graduate studies.

Education is carried out according to the principles of formal education and is enriched with distance education-supported materials when necessary. In addition, practical training is carried out in institutions within higher education institutions and schools affiliated with the Ministry of National Education (primary, secondary, and high schools).

1. Teacher candidates can explain and use theoretical and practical knowledge essential in English Language Teaching (ELT).
2. Teacher candidates can explain and use theoretical and practical knowledge essential in educational sciences.
3. Teacher candidates apply the most appropriate teaching strategies, methods, techniques and activities by taking English language teaching qualities and competences into consideration.
4. Teacher candidates can use English language skills effectively.
5. Teacher candidates can use Turkish language skills effectively.
6. Teacher candidates can use second/foreign language skills effectively.
7. Teacher candidates can design teaching settings with planning appropriate to English language teaching.
8. Teacher candidates can develop suitable materials in accordance with the requirements of foreign language teaching and students’ needs.
9. Teacher candidates can use media and communication technologies in English language teaching.
10. Teacher candidates can develop an eclectic approach towards the process of English language learning and teaching.
11. Teacher candidates can help their students develop effective language learning strategies.
12. Teacher candidates can help their students become competent in English language skills and knowledge.
13. Teacher candidates can carry out teaching practices by considering the students with special needs or students who need special education in English Language Teaching.
14. Teacher candidates can use various testing and assessment tools and methods and reflect on the results obtained in his/her practice.
15. Teacher candidates can cooperate with families and society in the development of their students' language skills.
16. Teacher candidates can cooperate with the society, organizations and institutions to make the school a cultural and learning center.
17. Teacher candidates can take responsibility individually and as a group member.
18. Teacher candidates are familiar with different cultures and can easily adapt to them.
19. Teacher candidates can continuously attend in-service training sessions for his/her professional development by directing his/her learning.
20. Teacher candidates can make use of scientific research methods and techniques toward his/her professional development practices.
21. Teacher candidates can act appropriately toward democracy, human rights, social, scientific and professional ethics.
22. Teacher candidates can acquire the habit of respecting democracy and human rights.
23. Teacher candidates can develop a critical perspective on the written and oral texts.
24. Teacher candidates can explain the factors that influence learning theories and learning.

• Content Knowledge Competence
• Literacy competence
• Second language acquisition
• Foreign language communication skills
• Teaching methods, techniques and approaches
• Foreign language teaching and assessment competence
• Assessment and Decision-Making Competence
• Ethical and Legal Awareness Competence
•  Cultural sensitivity, intercultural communication competence
• Cultural awareness and expression competence
• Research and scientific thinking competence
• Digital competence
• Personal, social and learning to learn competence
• Entrepreneurship competence

The absolute and relative grading system determines the success status of the students in accordance with the principles of Pamukkale University's Associate degree, Undergraduate Education and Training Directive and PAU Evaluation and Grading Directive.

In this context, the process and product-oriented assessment methods used in the English Language Teaching Program are announced in the syllabus at the beginning of the semester, and the success criteria for each assessment method are defined in the syllabus. Written exams, projects, designs, assignments, reports, presentations, portfolios, etc., answer keys or rubrics (measurement and evaluation tools) are used in performance assessments.  In these criterion-based assessments, the grading process is carried out by comparing the success of the students at the end of the evaluation with predetermined criteria or standards and assigning a score to their success. These points are converted into grades based on the standards announced to the students.

In addition, at the beginning of the semester, instructors announce the learning outcomes of the relevant course program and the flow of the teaching process in the syllabus. The syllabus is shared with students and relevant stakeholders on the Pau EBS website. Student success is evaluated by taking into account homework assignments, projects, mid-term examinations, and final examinations. In addition, at the beginning of the semester, the instructors announce the learning outcomes of the relevant syllabus and the flow of the teaching process in the syllabus. The syllabus is shared with students and relevant stakeholders on the PAU EBS website

In order to monitor the quality of higher education programs.

- CoHE is responsible for the planning, organization, management and supervision of education and training and other activities in higher education institutions.

- ‘University Monitoring and Evaluation Reports’ of higher education institutions prepared within the framework of the criteria determined by CoHE are published every year. The reports prepared according to these reports, including quantitative and qualitative evaluations of higher education institutions, are shared with the public by CoHE.

1. Construction and Approval of Curricula: CoHE determines the minimum standards and criteria required for the opening of undergraduate departments and programs in higher education institutions.

1.1. The curriculum of undergraduate programs in higher education institutions and the learning outcomes to be gained by the students in each program are determined by the senates of higher education institutions in accordance with the basic principles determined by CoHE.

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

2. Assessment and Evaluation: The measurement and evaluation of the learning outcomes of each undergraduate program is carried out according to the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles determined by CoHE. on these issues.

3. Certification: Students enrolled in undergraduate programs, if they successfully complete the course credits and other obligations determined by higher education institutions; receive a bachelor's degree.

4. Self-Assessment-External Evaluation: Higher education institutions, in the context of continuous monitoring, enter the ‘Institutional Internal Evaluation Reports’ of the previous year into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year. Higher Education Quality Board shares the ‘Institutional Feedback Report’ prepared for the external evaluation of higher education institutions with the public. In addition, accreditation decisions given by accreditation bodies authorized or recognized by the Higher Education Quality Board also indicate that the quality assurance of the qualifications of the programs is ensured. The Higher Education Quality Board carries out regular review activities regarding the qualifications determined in accordance with the legislation.

5. This program was accredited by EPDAD for 5 years between 15.05.2020 - 15.05.2025.  It has also been accredited for 3 years (3+2) for the second time between 15.05.2025-15.05.2028.

 EPDAD is The Association for Evaluation and Accreditation of Teacher Education Programs

Detailed information can be found on the website of the accreditation body

 https://www.epdad.org.tr/

Admission of students to the first year of undergraduate programs is made according to the results of the exam organized by the Measurement, Selection and Placement Centre (ÖSYM). The admission of foreign candidates is made within the framework of the Higher Education Law and the regulations and decisions of the Higher Education Council and according to the conditions determined by the Senate, with the decision of the relevant board

• Graduates can work as English teachers in schools affiliated to the Ministry of National Education, universities, and private educational institutions.
• Those who hold a bachelor’s degree may pursue postgraduate studies if they meet the necessary requirements.
• In addition, those having a very good level of English can work in various public and private organizations and enterprises.
• Undergraduate students have the right to participate in double major programs offered by the higher education institutions they are studying in. Students registered in double major programs may take courses from two diploma programs simultaneously and, if successful, may receive two separate bachelor’s degrees.

1. Higher Education Law No. 2547

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

2. Higher Education Law No. 2547

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

The qualification is valid at all times