PROGRAMME LEARNING OUTCOMES |
KNOWLEDGE |
Aim |
Objectives | T |
% |
(Described in terms of theoretical and factual knowledge) |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 |
1 |
Explain the concepts and the inter-concept relations in the field of classroom teaching and teaching profession. | 4 | 4 | 4 | 5 | 5 | 4 | 5 | 5 | 36 | 90.00 |
2 |
Interpret the processes of creating information. | 4 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 36 | 90.00 |
3 |
Categorize the instructional activities related to the field. | 5 | 4 | 5 | 4 | 5 | 5 | 4 | 5 | 37 | 92.50 |
4 |
Relate the information in the field of Primary School Teaching with other disciplines. | 4 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 35 | 87.50 |
5 |
Relate the knowledge based on classroom teaching with national and universal values. | 4 | 4 | 4 | 4 | 5 | 4 | 5 | 4 | 34 | 85.00 |
6 |
Students develop a subject-based instructional repertoire, taking into account the achievements in the classroom teaching program. | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 38 | 95.00 |
7 |
It develops a subject-based instructional repertoire by taking into account the gains in the classroom teaching program. | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 5 | 36 | 90.00 |
8 |
Problematizes student development characteristics that will affect instructional processes. | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 4 | 35 | 87.50 |
9 |
Evaluates the events and facts related to the field with scientific approaches. | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 5 | 35 | 87.50 |
10 |
They monitor the cognitive, affective and psychomotor outputs of the instructional activities she plans | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 35 | 87.50 |
SKILLS |
Aim |
Objectives | T |
% |
(Described in terms of cognitive and practical skills) |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 |
1 |
Use the sources of information related to the classroom teaching area and the teaching profession. | 4 | 4 | 5 | 4 | 5 | 5 | 4 | 5 | 36 | 90.00 |
2 |
Interpret scientific information produced on behalf of Educational Sciences. | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 5 | 38 | 95.00 |
3 |
Gain an understanding of the nature of science. | 4 | 5 | 4 | 5 | 5 | 4 | 4 | 5 | 36 | 90.00 |
4 |
Design learning environments to be skill-centered. | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 5 | 34 | 85.00 |
5 |
Be sensitive to events and developments on the agenda of the society and the world and create awareness among students. | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 36 | 90.00 |
6 |
Structure the instructional activities by thinking creatively and analytically. | 4 | 5 | 4 | 4 | 5 | 4 | 4 | 5 | 35 | 87.50 |
7 |
Takes into account individual differences in instructional designs. | 5 | 4 | 4 | 5 | 4 | 5 | 4 | 5 | 36 | 90.00 |
8 |
Prepare the appropriate course materials in instructional designs. | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 5 | 38 | 95.00 |
9 |
Applies artistic, physical and mental activities to provide multi-directional development in the field of classroom teaching. | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 36 | 90.00 |
10 |
Develop experimental designs using multivariate reasoning skills. | 5 | 4 | 4 | 4 | 5 | 4 | 4 | 5 | 35 | 87.50 |
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS |
Aim |
Objectives | T |
% |
Autonomy & Responsibility |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 |
1 |
Manage the team he leads effectively. | 4 | 5 | 4 | 5 | 4 | 4 | 5 | 4 | 35 | 87.50 |
2 |
Take responsibility under any circumstances and circumstances. | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 35 | 87.50 |
3 |
Have professional self-efficacy. | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 37 | 92.50 |
4 |
Act in accordance with the laws, regulations and legislation regarding duties, rights and responsibilities as an individual. | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 36 | 90.00 |
5 |
Establish personal and institutional interactions in order to establish and maintain a safe school environment. | 5 | 4 | 4 | 5 | 4 | 4 | 5 | 4 | 35 | 87.50 |
6 |
Develop solutions by understanding the sociocultural problems in the field of classroom teaching. | 4 | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 37 | 92.50 |
Learning to Learn |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | T | % |
1 |
Follow the scientific trends in the field of classroom teaching. | 4 | 5 | 5 | 4 | 5 | 4 | 4 | 5 | 36 | 90.00 |
2 |
Follow closely the pedagogical journal about the field of classroom teaching. | 5 | 4 | 4 | 5 | 5 | 5 | 4 | 5 | 37 | 92.50 |
3 |
Use information technologies effectively. | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 36 | 90.00 |
4 |
Produce solutions for the problems related to the field by using data collection, analysis and interpretation processes. | 4 | 5 | 4 | 4 | 5 | 5 | 5 | 4 | 36 | 90.00 |
5 |
Share their suggestions for solutions related to the problems related to their field with the people around them. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 40 | 100.00 |
Communication & Social |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | T | % |
1 |
Participate in artistic and cultural events. | 5 | 4 | 5 | 4 | 4 | 4 | 5 | 5 | 36 | 90.00 |
2 |
Create synergies for cooperation in the family, school, faculty and general civil-social relations circle. | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 5 | 38 | 95.00 |
3 |
Closely monitor the trends and the latest trends in his field using at least one foreign language. | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 35 | 87.50 |
4 |
Support students' biological, psychological, sociological, cultural and spiritual development. | 4 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 37 | 92.50 |
5 |
Effectively fulfill their responsibilities in the field of individual and group work. | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 37 | 92.50 |
Occupational and/or Vocational |
1 | 2 | 3 | 4 | 1 | 2 | 3 | 4 | T | % |
1 |
Have the ability to represent the teaching profession. | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 39 | 97.50 |
2 |
Draw a profile which is democratic, respectful to human rights and social, scientific and professional ethical values. | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 39 | 97.50 |
3 |
Apply the principles of National Education Basic Law. | 5 | 4 | 4 | 5 | 4 | 4 | 5 | 4 | 35 | 87.50 |
4 |
Use all the resources related to occupational safety and environmental protection. | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 5 | 36 | 90.00 |
Related number of programme learning outcomes/ 40 | 40 | 40 | 40 | 40 | 40 | 40 | 40 | 40 | - | - |
---|
Level of contribution | 183 | 184 | 175 | 179 | 182 | 176 | 183 | 187 | - | - |
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High |