Beden Eğitimi ve Spor Öğretmenliği Lisans Diploması

ISCO:08

ISCO:08

The goal of the Department of Physical Education and Sports Teaching is to train qualified Physical Education and Sports teachers for schools affiliated with the Ministry of National Education. To this end, prospective teachers take courses focused on general knowledge, theoretical and applied field knowledge, and teaching professional knowledge. To apply the knowledge and skills they acquire in the program, they observe schools, participate in classes, and engage in teaching practice. At the end of the four-year program, they specialize in lesson planning, implementing the teaching-learning process, measurement and evaluation, getting to know students, collaboration, professional development, classroom management, communication, and instilling a sports culture.

Classrooms, Seminar Room, Library, Computer Laboratory, Performance Laboratory, Psycho-Social Areas Laboratory, Multi-Purpose Sports Halls, Fitness Center, Swimming Pool, Football Field and Climbing Wall

* Able to convey, both verbally and in writing, their thoughts and proposed solutions to problems that inform relevant individuals and institutions on matters related to their field.
* Able to utilize advanced institutional and practical knowledge acquired in their field.
* Able to examine concepts and ideas in their field using scientific methods, interpret and evaluate data, identify and analyze problems.
* Able to take responsibility individually and as a team member to solve complex and unforeseen problems encountered in practice.
* Develops fundamental, specialized sport-specific movement skills that students can use in their lives.
* Enables them to acquire emotional and social skills and to actively participate in health-enhancing physical activities throughout their lives.
* Demonstrates proficiency in movement patterns and kinesthetic skills to participate in a variety of physical activities.
* Able to organize learners into unique knowledge structures, create their own experiences, and empower learners to learn through these experiences.
* Able to develop knowledge specific to physical activities.
* Able to follow information in their field using a foreign language and communicate with colleagues.
* Able to use information and communication technologies along with the computer software required in their field. Physical education teacher candidates should closely monitor developments in information technologies in sports and, in light of these developments, apply this knowledge to the field of education and training.
* Learners' unique knowledge structures can be organized into experiences they create and the responsibility for learning through these experiences can be delegated to them.
* Authentic learning tasks can be designed to facilitate meaningful learning and a learning environment that reflects the complexities of real life can be created.
* Careful connection between the objectives, course delivery, and assessment elements in line with the fundamental philosophy of the program can ensure the achievement of the objectives that are steps toward achieving the standards.
* Physical education curriculum objectives can be linked to the objectives of other courses.

Possesses the following key competencies at a pre-advanced level:

1. Literacy competency

2. Multilingual competency

3. Mathematical competency and competency in science, technology, and engineering

4. Digital competency

5. Personal, social, and learning-to-learn competencies

6. Citizenship competency

7. Entrepreneurial competency

8. Cultural awareness and expressio

Students' success in achieving the anticipated learning outcomes of each course unit in the Physical Education and Sports Teaching program curriculum is measured through midterm activities and final exams administered at the end of each semester.
The evaluation of midterm activities includes a minimum number of midterm exams (40%) and final exams (60%) as mandatory assessment methods for all undergraduate programs, as determined by regulations.
Programs are encouraged to define more assessment methods in their midterm activities, depending on the need to measure the success of program and course-level outcomes to achieve educational goals and objectives. The nature and number of assessment methods used for each course, along with their contribution to the final grade, are provided under the heading "Assessment and Evaluation" in the course descriptions. These regulations are announced in advance at the beginning of each semester and published in the course descriptions on the website.
Midterm and final exams are held at dates, locations, and times determined and announced by the university. Students' final grades are determined by their instructors based on the results of midterm exams, homework assignments, quizzes, final exams, and other assessments, taking into account student attendance requirements.

In-term activities can contribute a maximum of 40% to the final grade, and the final exam contributes 60% for all undergraduate programs.

Courses that do not require a midterm exam, homework assignments, quizzes, and/or final exam, such as work placements, are determined by the administration of the relevant departments, and the specific evaluation and grading methods for these courses are announced through the channels described above. Evaluation of such activities is carried out in accordance with the principles established by the Senate.

Performance is evaluated using the relative evaluation method. The letter grades for success are as follows:

39 and below FF
40-49             FD
50-54             DD
55-59             DC
60-69             CC
70-79             CB
80-84             BB
85-89             BA
90-100           AA

To ensure the quality of higher education programs,

* The Council of Higher Education (YÖK) is responsible for planning, organizing, managing, and supervising the education, training, and other activities conducted at higher education institutions.

* The Council of Higher Education (YÖK) publishes "University Monitoring and Evaluation Reports" for higher education institutions annually, prepared within the framework of criteria determined by the Council of Higher Education (YÖK). Reports containing quantitative and qualitative evaluations of higher education institutions prepared based on these reports are also shared with the public by the Council of Higher Education.

* The Council of Higher Education (YÖK) publishes the "Foundation Higher Education Institutions Report" annually, which contains academic, administrative, and financial data for foundation higher education institutions. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by the Council of Higher Education.

The quality assurance of associate degree programs in higher education is ensured according to the "Procedures and Principles for Ensuring the Quality Assurance of Higher Education Diploma Programs":

1. Creation and Approval of Curriculum:

1.1. The Council of Higher Education (YÖK) determines the minimum standards and criteria required for the establishment of associate degree departments and programs at higher education institutions.

1.2. The curricula of associate degree programs in higher education institutions and the learning outcomes that each diploma program will provide to students are determined by the senates of higher education institutions in accordance with the basic principles established by YÖK on these matters.

1.3. The curricula of the National Core Education Programs are implemented by higher education institutions with the approval of YÖK.

2. Measurement and Evaluation: The measurement and evaluation of the learning outcomes that each associate degree program will provide to students are carried out in accordance with the teaching and examination regulations prepared by higher education institutions in accordance with the basic principles established by YÖK on these matters.

3. Certification: Students enrolled in associate degree programs receive an associate degree diploma upon successfully completing the course credits and other requirements determined by higher education institutions.

4. Self-Assessment/External Evaluation: As part of continuous monitoring, higher education institutions enter the previous year's "Institutional Internal Evaluation Reports" into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year. YÖKAK prepares the "Institutional Feedback Report" regarding the external evaluation of higher education institutions and shares it with the public. Furthermore, accreditation decisions issued by accreditation institutions authorized or recognized by YÖKAK demonstrate that quality assurance is provided for the program's qualifications. YÖKAK conducts regular reviews of the qualifications determined in accordance with its legislation.

The Physical Education and Sports Teaching Program was accredited by the Sports Sciences Education Programs Evaluation and Accreditation Board (SPORAK) for two years, from April 29, 2025, to April 29, 2027.

The Department of Physical Education and Sports Teaching accepts students through special talent exams administered annually. Applicants are required to take the Higher Education Institutions Exam (YKS). Because admission to the program is based on a special talent exam, students who choose the Physical Education and Sports Teaching program must possess a good level of physical fitness and sufficient athleticism and skills.

Physical Education TeacherSports Training Specialist 1. Stage coach

1. Law No. 2547 on Higher Education (Articles 14 and 44 of the Higher
Education Law No. 2547 dated 4/11/1981)
1.1. Regulation on the Principles of Transferring Between Associate and
Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit
Transfer in Higher Education Institutions
1.2. Regulation on the Continuation of Graduates of Vocational Schools and
Open Education Associate Degree Programs to Undergraduate Education
Law No. 2547 on Higher Education (Additional Article-35)
2.1. Regulation on Higher Education Quality Assurance and Higher Education
Quality Board

Qualification is continuous