PROGRAMME LEARNING OUTCOMES |
KNOWLEDGE |
Aim |
Objectives | T |
% |
(Described in terms of theoretical and factual knowledge) |
1 | 2 | 3 | 4 | 5 | 6 | 1 | 2 | 3 | 4 | 5 |
1 |
Define the mathematical concepts, know the systematical structures and the relations amongst them, know how the validity of a mathematical knowledge is evaluated, and they have got the necessary mathematical knowledge concerning their profession. | 5 | 5 | 5 | 4 | 5 | 3 | 4 | 5 | 5 | 3 | 3 | 47 | 85.45 |
2 |
Have knowledge about the middle school mathematics curriculums in our country and in the world and how the curriculum are enabled to the classroom. | 5 | 5 | 5 | 3 | 5 | 2 | 4 | 3 | 5 | 5 | 5 | 47 | 85.45 |
3 |
Have knowledge about the learning difficulty of the middle school students concerning mathematics and their possible misconception, their needs, interests, ability, learning characteristics, individual difference, level of development, and socio-cultural background. | 5 | 5 | 5 | 4 | 5 | 3 | 4 | 4 | 5 | 3 | 3 | 46 | 83.64 |
4 |
Have knowledge about the teaching methods and techniques, the approaches of measurement and evaluation, and how the knowledge and communication technologies are used at the education of mathematics. | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 | 5 | 5 | 3 | 49 | 89.09 |
5 |
Have knowledge about the general structure of Turkish National Education System, the process of middle schools, and their duty at the administration and teaching mathematics. | 4 | 4 | 5 | 5 | 3 | 5 | 4 | 3 | 4 | 5 | 5 | 47 | 85.45 |
SKILLS |
Aim |
Objectives | T |
% |
(Described in terms of cognitive and practical skills) |
1 | 2 | 3 | 4 | 5 | 6 | 1 | 2 | 3 | 4 | 5 |
1 |
Relate the mathematical knowledge to the daily life and the other disciplines, and solve the problems that they meet through reasoning, clearly and practically. | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 51 | 92.73 |
2 |
Apply the most available teaching strategies, methods, and techniques considering the students within their individual differences, the content of curriculum and use the most effective measurement and evaluation techniques. | 5 | 5 | 4 | 5 | 5 | 3 | 4 | 4 | 5 | 5 | 4 | 49 | 89.09 |
3 |
Develop instructional materials compatible with goals of Mathematics curriculum, design activities which are to be support the meaningful learning and form lesson plan by taking into consideration these. | 5 | 5 | 4 | 5 | 5 | 3 | 3 | 4 | 5 | 5 | 5 | 49 | 89.09 |
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS |
Aim |
Objectives | T |
% |
Autonomy & Responsibility |
1 | 2 | 3 | 4 | 5 | 6 | 1 | 2 | 3 | 4 | 5 |
1 |
Take responsibility for developing the professional and academic training of their students and colleagues in the schools where they work alongside themselves; and be awake of the need to develop and practice the projects on issues concerning their field. | 4 | 4 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 3 | 48 | 87.27 |
2 |
Act in accordancewithlaw, legislation and regulations based on rights, duties and responsibilities in their field. | 3 | 3 | 5 | 5 | 3 | 5 | 4 | 2 | 4 | 5 | 5 | 44 | 80.00 |
Learning to Learn |
1 | 2 | 3 | 4 | 5 | 6 | 1 | 2 | 3 | 4 | 5 | T | % |
1 |
Adapt themselves in terms of the knowledge and skills that they have continuously, use their creative and powerful skills, and develop their insufficient skills. | 4 | 4 | 5 | 4 | 4 | 5 | 4 | 3 | 4 | 4 | 3 | 44 | 80.00 |
2 |
Use technology effectively in planing, implementing, and evaluating her teaching practice. | 5 | 5 | 4 | 3 | 5 | 2 | 5 | 4 | 5 | 3 | 4 | 45 | 81.82 |
Communication & Social |
1 | 2 | 3 | 4 | 5 | 6 | 1 | 2 | 3 | 4 | 5 | T | % |
1 |
Effectively communicate with students and theirs families and work efficiently in individual or in group with their colleagues. | 3 | 3 | 5 | 3 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 41 | 74.55 |
2 |
Use the mathematical language and terminology correctly and effectively. | 5 | 5 | 3 | 4 | 5 | 2 | 5 | 4 | 5 | 3 | 2 | 43 | 78.18 |
3 |
Share their suggestions about the solution of the problems on the social and mathematical education with the concerned people. | 4 | 3 | 4 | 5 | 4 | 5 | 5 | 2 | 3 | 4 | 4 | 43 | 78.18 |
4 |
Participate in artistic and cultural activities. They follow developments related to their field using a foreign language at least at the proficiency level European Language Portfolio-global scale B1 and communicate with their colleagues. | 3 | 3 | 5 | 4 | 3 | 4 | 5 | 4 | 4 | 3 | 2 | 40 | 72.73 |
Occupational and/or Vocational |
1 | 2 | 3 | 4 | 5 | 6 | 1 | 2 | 3 | 4 | 5 | T | % |
1 |
Use the experience, knowledge and skills that they have had in the environment of school under the attributes that their profession requires. | 5 | 5 | 5 | 4 | 5 | 3 | 4 | 5 | 5 | 4 | 4 | 49 | 89.09 |
Related number of programme learning outcomes/ 17 | 17 | 17 | 17 | 17 | 17 | 17 | 17 | 17 | 17 | 17 | 17 | - | - |
---|
Level of contribution | 75 | 74 | 78 | 73 | 76 | 62 | 71 | 65 | 77 | 69 | 62 | - | - |
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High |