Undergraduate
Education Faculty
English Language Education Program
Anlık RSS Bilgilendirmesi İçin Tıklayınız.Düzenli bilgilendirme E-Postaları almak için listemize kaydolabilirsiniz.


Ethics in Education

Course CodeSemester Course Name LE/RC/LA Course Type Language of Instruction ECTS
EMB0011 5 Ethics in Education 2/0/0 CC English 3
Course Goals
The course emphasizes application of classroom-based research, teacher-directed research and action research for the purposes of diagnosing learners' language related needs and remedial teaching activities.
Prerequisite(s)
Corequisite(s)
Special Requisite(s)
Instructor(s)
Course Assistant(s)
Schedule
Office Hour(s)
Teaching Methods and Techniques  Group work, discussion, presentation
Principle Sources Cabrera, M. P. and Martinez, P. B. (2001). The Effects of Repetition, Comprehension Checks, and Gestures, on Primary School Children in an EFL Situation, ELT Journal, 55/3, 281-288.


Chamot, A. U., Barnhardt, S. and S. Dirstine (1998). Conducting Action Research in the Foreign Language Classroom. Documents of Northeast Conference on Conducting Action Research. 


Halbach, A. (1999). Using Trainee Diaries to Evaluate a Teacher Training Course, ELT Journal, 53/3, 183-190.


Harumi, S. (2011). Classroom Silence: Voices from Japanese EFL learners. ELT Journal, 65/3, 260-269.


Kurtoğlu Eken, D. (1999). Through the Eyes of the Learner: Learner Observations of Teaching and Learning, ELT Journal, 53/4, 240-248.


Rajadurai, J. (2001). An Investigation of the Effectiveness of Teaching Pronunciation to Malaysian TESL students, English Teaching Forum, July, 10-35.

Other Sources Stanulis, R. N., Fallona, C. and Pearson, C. A. (2002). Am I Doing What I am Supposed to be Doing?: Mentoring Novice Teachers Through the Uncertainties and Challenges of Their First Year of Teaching, Mentoring and Tutoring,10, 1, 71-81.


Tang, J. (2002). Using L1 in the English Classroom, English Teaching Forum, January, 36-43.
Türnüklü, A. and Galton, M. (2001). Students’ Misbehaviours in Turkish and English Primary Classrooms, Educational Studies, 27, 3, 291-305.


Yamada, Y. And Moeller, A. J. (2001). Weaving Curricular Standards into the Language Classroom: An Action Research Study, Foreign Language Annals, Jan/Feb, 26-34.

Course Schedules
Week Contents Learning Methods
1. Week Classroom Research
2. Week Research Traditions. Qualitative versus Quantitative Research
3. Week A Brief look at Research Methods
4. Week Research Questions and Designs
5. Week Defining Action Research Action Research Procedures
6. Week Why should teachers do action research?
7. Week Data Collection instruments- Questionnaires
8. Week Data Collection Instruments- Interviews
9. Week Data Collection Instruments-Diaries
10. Week Data Collection Instruments-Observation
11. Week Ethnographic Studies
12. Week Giving written feedback
13. Week Giving oral feedback
14. Week Teacher Development: practice, reflection, sharing
15. Week Revision
16. Week Final exam
17. Week Final exam
Assessments
Evaluation tools Quantity Weight(%)
Midterm(s) 1 20
Homework / Term Projects / Presentations 1 30
Final Exam 1 50


Program Outcomes
PO-1Understand English phonology, morphology, syntax, semantics and pragmatics at advanced level.
PO-2Define the contemporary language learning theories.
PO-3Identify different language learning purposes for various levels.
PO-4Recognize appropriate teaching methods, techniques and strategies for specific purposes.
PO-5Develop skills in listening, speaking and writing for helping learners of English to use language appropriately and comprehensibly.
PO-6Design professional applications for teaching the English language.
PO-7Apply professional assesment tools and methods.
PO-8Determine the problems and solutions at the ELT classroom settings.
PO-9Comprehend the importance of lifelong learning strategies.
PO-10Practice classroom management skills.
Learning Outcomes
LO-1To be able to identify research methods classroom -based research and action research.
LO-2To be able to identify data collection methods.
LO-3To be able to differentiate qualitative and quantitative research traditions.
LO-4To be able to design research.
LO-5To be able to conduct a classroom-based research.
Course Assessment Matrix:
Program Outcomes - Learning Outcomes Matrix
 PO 1PO 2PO 3PO 4PO 5PO 6PO 7PO 8PO 9PO 10
LO 1
LO 2
LO 3
LO 4
LO 5