İngilizce Öğretmenliği Lisans Diploması

ISCO 08

ISCO 08

In our age, where foreign language knowledge is of great importance, within the persperctive of meeting the needs of the English language and educating qualified individuals who have scientific and critical thinking skills and who can keep up with the technological changes, Bartin University English Language Teaching Department aims to contribute to training of English language teachers.

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).

Based on contemporary language teaching methods and approaches, the student knows the theories appropriate to different English teaching environments.

Based on knowledge of educational sciences, literature, translation studies and linguistics, it establishes interdisciplinary links.

The student approaches to linguistic, literary, cultural and historical issues critically, and develops and uses course materials and measurement tools.

The student uses all the receptive and productive language skills in the English language fluently and accurately to communicate in daily and academic life.

Taking into account the learning process, the developmental characteristics, individual differences and the characteristics of the subject area, it uses information technologies effectively both in teaching planning process and in the learning process.

Designs and conducts educational research by applying the appropriate research methods for the examination of language in collaboration with teachers working individually or in local, national and international contexts.

The student communicates verbally and in writing with the students and other stakeholders in the educational environment with confidence and effectiveness.

The student adapts to individual, cultural (multicultural) and psycho-social diversity in learning environments by demonstrating awareness against different local environments.

The student identifies specific language problems that language learners at different levels of proficiency encounter and provides solutions to these problems .

The student patricipates in reflective thinking, self-assessing and continuing professional development processes by taking responsibilities as an individual and member of a group in order to solve problems faced during the teaching processes.

The student acts in accordance with professional ethics, scientific, social and cultural values, human rights, democracy, and laws and regulations defining his/her rights and responsibilities regarding his/her professional duties.

The student develops a critical and multi-cultural perspective towards issues related to language and English language used globally.

The student makes appropriate pedagogical decisions for different English teaching environments.

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

Students are subject to a midterm and final exam for each course. The contribution of the midterm exam to the success grade is 40%, and the contribution of the final exam is 60%. All exams are evaluated out of 100 points. Students who receive one of the letter grades (AA), (BA), (BB), (CB) and (CC) from a course are considered to have succeeded that course.

In order to monitor the quality of higher education programs;

• YÖK is responsible for planning, organizing, managing and supervising education, 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 YÖK, are published every year. Reports prepared according to these reports, containing quantitative and qualitative evaluations for higher education institutions, are shared with the public by YÖK.
• The "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. Quality assurance of undergraduate programs in higher education is provided according to the "Procedures and Principles for Providing Quality Assurance of Higher Education Diploma Programs":

1. Creation and Approval of Curriculum: YÖK 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 that each program will bring to the student are determined by the senates of higher education institutions in accordance with the basic principles determined by YÖK on these issues.

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

2. Measurement-Evaluation: How to measure and evaluate the learning outcomes that each undergraduate program will provide to the student is carried out in accordance with the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles determined by YÖK 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; receives a bachelor's degree.

4. Self-Evaluation-External Evaluation: In the context of continuous monitoring, higher education institutions enter the "Institution 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.

The "Institutional Feedback Report" prepared by YÖKAK regarding the external evaluation of higher education institutions is shared with the public. In addition, accreditation decisions made by accreditation bodies authorized or recognized by YÖKAK also show that the quality assurance of the qualifications of the programs is ensured. It carries out regular review activities regarding the qualifications determined in accordance with the YÖKAK legislation.

Teacher Education Programs Evaluation and Accreditation Association (EPDAD)

Candidates must have a high school diploma or equivalent and get at least 180 points in the TYT (Basic Proficiency Test) student selection exam held annually by the Student Selection and Placement Center (ÖSYM).

Graduates of English Language Teaching program can work as an English language teacher in official and private education institutions of the Ministry of National Education with the title of Teacher of English. In addition, they have a wide range of positions in the tourism sector, ministries and affiliated public institutions, media organizations, translation sector and advertising industry where there is a need for staff equipped with advanced knowledge of English language and culture skills.

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 time