Sınıf Öğretmenliği Lisans Diploması

ISCO 08

ISCO 08

The aim of this program is to train teachers who are scientifically minded, contemporary, democratic, and productive; who are sensitive to national and global issues and capable of producing solutions; who can adapt to changing conditions and have future-oriented goals; who possess teamwork, leadership, and communication skills; who are competent in the use of communication and educational technologies; who can establish interdisciplinary connections and apply their knowledge across various fields; who are sensitive to culture and the arts, perceive diversity as a strength, and integrate theory with practice; who have self-confidence and tolerance, are committed to lifelong learning and self-renewal, are at peace with themselves and their environment, are dedicated to their profession, and who are able to think critically and express their ideas in a civilized manner.

The Faculty of Education provides sufficient physical spaces in both quantity and size to conduct face-to-face educational activities. Additionally, it offers the technological infrastructure necessary to carry out educational activities during distance education processes, accessible to both students and academic staff. The faculty comprises 2 buildings, 70 classrooms, 8 laboratories, and 1 cafeteria, covering a total area of 15,542 square meters. Some classrooms have fixed seating arrangements—such as those designed for adult education—while others, like drama classrooms, are equipped with movable furniture, allowing for flexible seating and the implementation of diverse instructional activities. Thanks to the internet access available throughout the buildings, students benefit from unlimited connectivity, which facilitates the completion of assignments, tasks, and responsibilities. The reading room also provides students with the opportunity for individual study.

1. Organizing learning environments by taking into account students' learning styles, and ensuring active student participation in the planning, implementation, and evaluation phases of the learning process.
2. Designing individual and group activities aimed at developing students’ interpretation, evaluation, critical, and creative thinking skills.
3. Supporting students' development in problem-based learning strategies that target curiosity, data collection, inference, and evaluation of results to enhance their problem-solving skills.
4. Encouraging student participation in activities that develop reasoning and higher-order thinking skills in both daily life and classroom settings.
5. Creating rich learning environments by adapting learning activities, instructional methods, techniques, and tools to the needs of students with special requirements or those needing special education.
6. Collaboratively determining the content of assessment tools with students, taking into account the purpose of the assessment and the intended learning outcomes, and conducting formative evaluation accordingly.
7. Participating voluntarily and effectively in educational programs based on self-assessment and identified needs for personal and professional development.
8. Organizing or encouraging participation in activities that enable students to showcase their creativity and aesthetic perspective both within and outside the school, and internalize Atatürk’s emphasis on the importance of art.
9. Enabling students to develop the ability to interpret literary, auditory, and visual materials to express themselves effectively in Turkish.
10. Organizing activities with students that help them understand themselves and their immediate environment, thereby fostering environmental awareness and sensitivity.
11. Creating environments where students can form groups and practice rhythm and dance figures, and organizing suitable activities to promote individual and team sports.
12. Following developments in the field and integrating changes into the learning process.
13. Gaining comprehensive knowledge of the Turkish National Education System, the teaching profession, and the field of educational sciences.
14. Understanding different learning approaches in line with students' developmental characteristics.
15. Planning, delivering, and evaluating a specific course using the knowledge and skills acquired in the program.
16. Understanding the guidance responsibilities of a teacher and the methods for recognizing and understanding students

Has an advanced level of the following key competencies:

• Literacy competence
• Multilingual competence
• Mathematical competence and competence in science, technology, and engineering
• Digital competence
• Personal, social, and learning to learn competence
• Citizenship competence
• Entrepreneurship competence
• Cultural awareness and expression competence

The university conducts the following types of examinations:

a) Midterm Exam: At least one midterm exam is administered for each semester course.
b) End-of-Semester Exam: Conducted at the end of each semester for semester-long courses.
c) End-of-Year Exam: Administered at the end of the academic year for year-long courses.
d) Make-up Exam: Offered for courses in which students were unsuccessful in the end-of-semester or end-of-year exams.
e) Single Course Exam: Conducted for students who have met the attendance requirement but failed in only one course that prevents graduation. A minimum score of 60 is required to pass this exam. Students who have not completed their internship but have only one remaining course must also take this exam.
f) Excuse Exam: Given to students who miss the midterm exams due to a valid excuse. The excuse must be submitted to the relevant faculty/administration within one week after the end of the excuse. If accepted by the administrative board, the student is granted the right to take a make-up exam for the midterm. Excuses are not accepted for exams other than the midterm. If a student with an accepted excuse takes the original midterm, the grade is invalidated, and only the make-up exam grade is considered. No second excuse exam is granted.

The exam schedule is planned to take place within the dates indicated in the academic calendar and is announced by the relevant faculty/administration at least fifteen days prior to the exam period. Exams can be held on Saturdays and Sundays, except on official holidays. No more than two exams for the same class may be held on the same day.

The final grade for a course is calculated by combining 40% of the midterm evaluation and 60% of the final evaluation. The midterm evaluation includes at least one midterm exam. The final evaluation may consist of an end-of-semester/year/make-up exam or a combination of various methods such as exams, assignments, practice, lab work, projects, field studies, and student portfolios. The weight of each component is determined based on the recommendation of the instructor(s), the approval of the department academic board, and, in faculties that implement a pass/fail system, the department council. This distribution is communicated to students one week before the semester starts. No different application may be used for the same course.

Depending on the nature of the course, it may be decided—subject to approval by the relevant boards—that an exam will not be conducted. Course grades are given on a scale of 0 to 100. A minimum of 60 is required to pass a course. However, at least 50 must be obtained from the end-of-semester/year or make-up exam. If the calculated grade includes a decimal, it is rounded up if it is 0.5 or higher, and rounded down otherwise.

Quality Assurance in Higher Education Programs

To ensure the quality of higher education programs, the Council of Higher Education (YÖK) is responsible for the planning, organization, management, and supervision of education, training, and other academic activities conducted at higher education institutions.

Each year, YÖK publishes "University Monitoring and Evaluation Reports" based on predetermined criteria. These reports include both quantitative and qualitative evaluations of higher education institutions and are made available to the public.

YÖK also publishes the “Foundation Higher Education Institutions Report” annually, which contains academic, administrative, and financial data related to foundation universities. These reports also include qualitative and quantitative assessments and are shared with the public.

The quality assurance of undergraduate programs in higher education is maintained in accordance with the “Procedures and Principles for Ensuring the Quality Assurance of Higher Education Diploma Programs,” as follows:

1. Curriculum Development and Approval
   1.1. YÖK defines 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 and the learning outcomes expected from each program are determined by the senates of higher education institutions, in line with the fundamental principles established by YÖK.
   1.3. The curricula of National Core Education Programs are implemented by higher education institutions following the approval of YÖK, after being adopted by the relevant Deans' Council.
2. Assessment and Evaluation
   The methods for assessing and evaluating the learning outcomes of each undergraduate program are conducted in accordance with the regulations on education, training, and examinations prepared by the institutions, in alignment with the principles set by YÖK.
3. Certification
   Students enrolled in undergraduate programs who successfully complete the required course credits and fulfill all obligations determined by the institution are awarded a bachelor’s degree.
4. Internal and External Evaluation
   As part of continuous monitoring, each higher education institution is required to submit its “Institutional Self-Evaluation Report” to the Information System developed by the Higher Education Quality Council (YÖKAK) at the beginning of each year.
   YÖKAK shares the “Institutional Feedback Report” regarding the external evaluations of institutions with the public.
   In addition, accreditation decisions made by accreditation bodies authorized or recognized by YÖKAK serve as evidence of quality assurance in meeting qualification standards.
   YÖKAK also regularly conducts reviews of qualifications as required by its legislation.

EPDAD: Association for Evaluation and Accreditation of Teacher Education Programs
Validity Period: 01.05.2025 – 01.05.2028

Admission Requirements

Graduation from a secondary education institution in Türkiye or an equivalent institution abroad recognized by the Ministry of National Education. Placement into the relevant undergraduate program based on the centrally administered university entrance examination conducted by the Assessment, Selection and Placement Center (ÖSYM), in accordance with the procedures and principles determined by the Council of Higher Education (YÖK), using the Equal Weight (Y-EA) score type.

Graduates of the undergraduate program may pursue master's programs with or without a thesis, or integrated doctoral programs, provided they meet the admission requirements of the respective programs.

1. Higher Education Law No. 2547

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

2. Higher Education Law No. 2547 (Additional Article-35)

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

Tokat Gaziosmanpaşa University Associate and Undergraduate Education, Instruction and Examination Regulations

Qualification is continuous