Sınıf Öğretmenliği Lisans Diploması

ISCO 08

ISCO 08

MISSION

To train primary school teachers who are committed to Atatürk's principles and revolutions and universal values; open to innovation, entrepreneurial, thinking and questioning, and have social sensitivity.

VISION

To be a nationally and internationally preferred education program that trains teachers and academicians who can conduct education, training and research for primary school students.

AIMS and OBJECTIVES

Aim 1. To be a program with high quality education and training,

Objective 1.1. To have theoretical and practical knowledge at the level of expertise in the field of primary education, to develop and deepen this knowledge,

Objective 1.2. To be aware of the interaction between the disciplines that make up the field of primary education,

Objective 1.3. Use, develop and deepen the theoretical and practical knowledge at the level of expertise acquired in the field of classroom teaching,

Aim 2. To train teachers equipped with 21st century skills,

Objective 2.1. Propose solutions to problems requiring expertise in primary education by using scientific research methods and processes,

Objective 2.2. Evaluate the information related to the field with a critical eye and direct learning with metacognitive awareness,

Objective 2.3. To develop new strategies and produce solutions by taking responsibility in unexpected situations encountered in practices in the field,

Objective 2.4. Strengthen international relations to increase the ratio of foreign students,

Objective 2.5. Regulate the content and procedures of the courses in the primary education program in order to gain field competencies,

Objective 2.6. Participate effectively in program development activities at the national level,

Objective 2.7. To encourage scientific and social activities that can be carried out collaboratively by faculty members and students,

Objective 2.8. Increase the number of activities that will strengthen the sense of belonging of graduated students,

Objective 2.9. To organize sustainable trainings in order to inform lecturers about new approaches and techniques,

Objective 2.10. To enable graduates to continue graduate programs,

Aim 3. To contribute to society with a sense of social responsibility,

Objective 3.1. Increase the number of activities that will raise social awareness,

Objective 3.2. Increase projects that provide support to disadvantaged groups,

Objective 3.3. Increase activities that promote social entrepreneurship,

Objective 3.4. Increase the number of student volunteers participating in social responsibility projects.

Education and training is carried out in the form of formal or, if required, distance education. Furthermore, practical trainings are carried out as teaching practice in educational institutions.

• To organize learning environments by taking into account the learning styles of students, to ensure the active participation of students in the planning, implementation and assessment stages of the learning process.
• Organize individual and group activities to develop students' interpretation, evaluation, critical and creative thinking skills.
• Support the development of problem-based learning strategies that target the steps of curiosity, data collection, inference and evaluation of results in order to improve students' problem solving skills.
• To ensure that students participate in activities that develop reasoning and high-level thinking skills in their daily lives and lessons.
• Create rich learning environments by adapting the activities, teaching methods and techniques and tools in the learning-teaching process according to the students with special needs and special education in the learning environment.
• Evaluate the process by determining the content of the assessment tool to be used in the teaching process together with the students, taking into account the purpose of the measurement activity and the achievements in the program.
• Participate voluntarily and actively in in-service training programs in line with their needs for their individual and professional development through self-assessment.
• Ensure that students' works reflecting their creativity and aesthetic perspectives are exhibited inside and outside the school; to organize or ensure participation in activities that will enable students to internalize the importance Atatürk attaches to art.
• Provide students with the ability to evaluate literary, audio and visual products so that they can express Turkish correctly and effectively.
• Develop the awareness of environmental protection and environmental sensitivity through activities to recognize themselves and their immediate surroundings with their students.
•  Create environments for students to practice dance figures with rhythm education by forming groups with their students; to organize suitable activities for individual and team sports.
• To follow the developments in the field and reflect the changes to the learning process.
• Recognize the Turkish National Education system, teaching profession and the field of educational sciences in all aspects.
• To know different learning approaches in line with the developmental characteristics of students.
• To plan, process and evaluate a specific lesson with the knowledge and skills acquired within the program.
• Comprehend the guidance duties of the teacher and the ways of recognizing the student.

Has advanced level of the key competencies listed below.

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

Measurement and evaluation methods; Exam types and their contribution to the course success grade are determined by the senates of higher education institutions in accordance with the basic principles determined by the Council of Higher Education (YÖK) on these issues

• Different methods such as homework, project, practice, midterm exam and final exam are used in measurement and evaluation.

 • Letter and/or number-based grading systems are used to evaluate student success.

 Point equivalents and coefficients of letter grades are given in the table below:

In order to monitor the quality of higher education programs;

• YÖK is responsible for the planning, organization, management and supervision of education, training and other activities carried out in higher education institutions.

• "University Monitoring and Evaluation Reports" of higher education institutions, prepared every year within the framework of the criteria determined by YÖK, are published. Reports prepared according to these reports, containing quantitative and qualitative evaluations for 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:

1. YÖK determines the minimum standards and criteria required for the opening of undergraduate departments and programs in higher education institutions.
2. 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.
3. 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 education, training 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.

  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.

This program has also been accredited by EPDAD (Teacher Education Programs Evaluation and Accreditation Association) for 3 years between 01.05.2024-01.05.2027.

Candidates must have a high school or equivalent school diploma and must have received enough points in the exam held by the Student Selection and Placement Center (ÖSYM) and must be placed.

Students who complete the primary education program are awarded “Bursa Uludağ University Faculty of Education Undergraduate Diploma”. Graduates can work as a primary school teacher at the 1st-4th grade level of primary schools within the public and private educational institutions affiliated to the Ministry of National Education. After starting to work life, if they meet the necessary conditions, they can rise in the teaching career ladder by taking the title of “expert teacher” and then “head teacher”. They can do postgraduate studies and take part in academic positions in universities.

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

The qualification is permanently valid.