Course Information


Course Information
Course Title Code Semester L+U Hour Credits ECTS
-- 600302802191 0 + 0 3.0 10.0

Prerequisites None

Language of Instruction Turkish
Course Level Graduate Degree
Course Type Elective
Mode of delivery
Course Coordinator
Instructors
Assistants
Goals At the end of this course students will be able to examine changes in terms of curriculum elements in the field of curriculum specifically after 1980s and to enable them making consistent predictions for future by analyzing current state of curriculum development.
Course Content What are standards-based, competency based, school based and outcome-based curriculum development? Which trends have been experienced in the field for determining the aims of the curricula? Which trends have been experienced in designing learning experiences? What are the commonly preferred design models? Which trends have been experienced in selecting and organizing the content of the curricula? Which trends have been experienced in measurement and evaluation? Which trends have been experienced in curriculum evaluation? Which trends have been experienced in pre-school curricula? Which trends have been experienced in primary school curricula? Which trends have been experienced in elementary school curricula? Which trends have been experienced in higher education curricula?
Learning Outcomes 1) Analyze the changes in designing and implementing the curriculum elements in Turkey and around the world. 
2) Evaluate the changes in designing and implementing the curricula in Turkey and around the world with regards to such criteria as feasibility, validity, efficiency etc. 
3) Compare the trends in developing the curriculum for different educational settings in Turkey and around the world. 
4) Interpret the theoretical bases of the changes in the field of curriculum and curriculum development . 
5) Make inferences about the future of curriculum and curricumlum development studies in Turkey and in the world. 
6) Evaluate the changes in the field of curriculum and curriculum development in terms of their effects on social changes and developments.

Weekly Topics (Content)
Week Topics Teaching and Learning Methods and Techniques Study Materials
1. Week Introduction Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
2. Week Concepts of Curriculum and Curriculum Specialist Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
3. Week Concepts of Curriculum and Curriculum Specialist Lecture; Question Answer
Colloquium
Presentation (Including Preparation Time)
4. Week Factors Effecting in the Field of Curriculum and Curriculum Development Process Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
5. Week Trends in Curriculum Development Processes and Designs Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
6. Week "Changes in the Basic Elements of the Curriculum - aim, objectives, outcomes and standards " Lecture; Discussion
Colloquium
Presentation (Including Preparation Time)
7. Week "Changes in the Basic Elements of the Curriculum - aim, objectives, outcomes and standards " Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
8. Week "Changes in the Basic Elements of the Curriculum - content selection and organization" Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
9. Week "Changes in the Basic Elements of the Curriculum - approaches, methods and strategies" Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
10. Week "Changes in the Basic Elements of the Curriculum - assessmenta nd evaluation" Lecture; Discussion
Colloquium
Presentation (Including Preparation Time)
11. Week Curriculum Trends in K-12: Preschool Education Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
12. Week Curriculum Trends in K-12: Elementary Education Lecture; Discussion
Colloquium
Presentation (Including Preparation Time)
13. Week Curriculum Trends in K-12: Middle and High School Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)
14. Week Curriculum Trends in Higher Education Lecture; Question Answer; Discussion
Colloquium
Presentation (Including Preparation Time)

Sources Used in This Course
Recommended Sources
Barber, M. and M. Mourshed (2007). How the world’s best-performing school systems come out on top. www.nctq.org/p/publications/docs/mckinsey_education_report.pdf.
Büyüköztürk, Ş., Akbaba Altun, S. ve Yıldırım, K. (2010). TALIS: Uluslararası Öğretme Öğrenme Araştırması Türkiye Ulusal Raporu. Milli Eğitim Bakanlığı Dış İlişkiler Genel Müdürlüğü.
Cochran-Smith, M. & Fries, K. (2005). Research on teacher education: Changing times, changing paradigms. Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts, 3rd edition. M. Cochran-Smith, S, Feiman-Nemser, D. J. McIntyre, K. E. Demers (Eds), 1050-1093.
Cochran-Smith, M. & Zeichner, K.M. (Eds). (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Lawrence Erlbaum Associates.
Cochran-Smith, M. (2005). Studying teacher education: What we know and need to know. Journal of Teacher Education, 56(4), 301-306.
Cochran-Smith, M. (2005). Studying teacher education: What we know and need to know. Journal of Teacher Education, 56(4), 301-306.
Cochran-Smith, M. (2009). The new teacher education in the United States: directions forward. In J. Furlong, M. Cochran-Smith and M. Brennan (eds.) Policy and Politics in Teacher Education. International Perspectives. London: Routledge, 9-20.
Cochran-Smith, M., Feiman-Nemser, S. & McIntyre D. J. (Eds.) (2008) Enduring Issues in Changing Contexts, 3rd Edition, Handbook of Research on Teacher Education. New York: Routlegde Taylor & Francis Group
Commission of The European Communities. (2007). Improving the Quality of Teacher Education.
Cooper, J. M. & Sadker, D. (1972). Current Trends in Teacher Education Curriculum. Journal of Teacher Education, 3 (23), 312-317.
Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco, CA: Jossey-Bass.
Darling-Hammond, L. & Cobb, V. L.(1996). The Changing Context of Teacher Education. In Frank B. Murray (ed.), The Teacher Educator's Handbook: Building a Knowledge Base for the Preparation of Teachers, pp. 14-62. San Francisco: Jossey-Bass.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy. Education Policy Analysis Archives, 8(1), 1-44.
Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(35).
Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F. & Shulman, L. (2005). The Design of Teacher Education Programs. In Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do, 390-443, Linda Darling-Hammond and John Bransford (Eds.). Hoboken, NJ: Jossey-Bass.
Evans, L. (2010). Professionals or technicians? Teacher preparation programs and occupational understandings. Teachers and Teaching: Theory and Practice, 16(2), 183–205.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Freiberg, H. J. (2002). Essential skills for new teachers. Educational Leadership, 56-60.
Gatlin, D. (2008). Thinking outside of the Univesity: Innovation in Alternative Teacher Certification. Center for American Progress.
Grossman, P. & McDonald, M. (2008). Back to the future: directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205.
Grossman, P., Hammerness, K. & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15 (2), 273–289.
Hammerness, K., Darling-Hammond, L. Grossman, P. Rust, F. & Shulman, L. (2005). The design of teacher education program, p.390 In L. Darling-Hammond & K. Bransford (Eds). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able To Do (pp.390-). San Francisco: Jossey Bass.
Hattingh, A. & Kock, D. M. (2008). Perceptions of teacher roles in an experience-rich teacher education programme. Innovations in Education and Teaching International, 45(4), 321–332.
Hess, F. M., Rotherham, A. J. & Walsh, K. (Eds.) (2004). A qualified teacher in every classroom? Appraising old answers and new ideas. Cambridge, MA: Harvard Education Press.
Hökka, P., Etelapelto, A. & Puttonen, H. (2009). Recent tensions and challenges in teacher education as manifested in curriculum discourse. Teaching and Teacher Education, 26, 845-853.
Huerta, C. L. (2004). A Forgotten Issue in the Education of Teachers in Mexico. In J. O’Donnell, Marc Pruyn, Rodolfo Chavez. Social Justice in These Times (117-145). Greenwich, CT, Information Age Publishing.
Improving the quality of teacher education (2007). http://www.atee1.org/uploads/EUpolicies/improving_the_quality_of_teacher_education_aug2007.pdf
Küçükahmet, L. (2007). 2006-2007 öğretim yılında uygulanmaya başlanan öğretmen yetiştirme lisans programlarının değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 5(2), s. 203-218.
Liston, D., Whitcomb, J. & Borko, H. (2009). The end of education in teacher education thoughts on reclaiming the role of social foundations in teacher education. Journal of Teacher Education, 60, 107-111.
Malm, B. (2009). Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77–91.
Malm, B. (2009). Towards a new professionalism: enhancing personal and professional development in teacher education. Journal of Education for Teaching, 35(1), 77–91.
McBride, R. (Ed.) (1996). Teacher Education Policy: Some Issues Arising From Research And Practice. London; Washington, D.C.: Falmer Press,
MEB. (2013). Ulusal Öğretmen Stratejisi Taslağı
Murray, F.B.(Ed.) (1996). The Teacher Educator's Handbook: Building a Knowledge Base For The Preparation of Teachers. San Francisco: Jossey-Bass.
Musset, P.(2009). Initial Teacher Education and Continuing Training Policies in a Comparative Perspective. OECD Publications.
NIE. (2009). A Teacher Education Model for the 21st Century. Singapore: National Institute of Education.
Özoğlu, M. (2010). Türkiye’de öğretmen yetiştirme sisteminin sorunları. Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı.
Scannell, D.P. (1999). Models of Teacher Education: Report to the American Council on Education Presidents’ Task Force on Teacher Education.
Snoek, M. & Zogla, I. (2009). Teacher Education in Europe: Main characterstics and development. Becoming a Teacher Educator: Theory and Practice for Teacher Educator. A. Swennen & M. Van Der Klink (Eds), 11-27.
Socket, H. (2008). The moral and epistemic purposes of teacher education. In M. Cochran "The Changing Context of Teacher Education" (with Velma L. Cobb). In Frank B. Murray (ed.), The Teacher Educator's Handbook: Building a Knowledge Base for the Preparation of Teachers, pp. 14-62. San Francisco: Jossey-Bass.
Townsend, T. & Bates, R. (2007). Teacher Education in a New Millennium: Pressures and Possibilities. In Townsend, Tony and Bates, Richard (eds.), Handbook of Teacher Education: Globalization, Standards and Professionalism in Times of Change, pp. 3-24, Springer, Dordrecht, The Netherlands
Yıldırım, A. (2011). Öğretmen eğitiminde çatışma alanları ve yeniden yapılanma. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 1(1), 3-17.
YÖK. (2007). Öğretmen Yetiştirme ve Eğitim Fakülteleri (1982-2007).
Yüksel, S. (2007). Öğretmen eğitiminde eğitimin temelleri dersleri sorunu. Kuram ve Uygulamada Eğitim Bilimleri , 7 (2) , 999-1037
Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3-9.
Zeichner, K.M. & Conklin, H. G. (2005). Teacher Education Programs. Studying Teacher Education. The Report of the AERA Panel on Research and Teacher Education. In Cochran-Smith, M. & Zeichner, K. M. (Eds.) (Chapter 11-pp. 645- 735).

Relations with Education Attainment Program Course Competencies
Program RequirementsContribution LevelDK1DK2DK3DK4DK5DK6
PY15443354
PY25000003
PY35555555
PY45543545
PY55555455

*DK = Course's Contrubution.
0 1 2 3 4 5
Level of contribution None Very Low Low Fair High Very High
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ECTS credits and course workload
Event Quantity Duration (Hour) Total Workload (Hour)
Course Duration (Total weeks*Hours per week) 14 3
Work Hour outside Classroom (Preparation, strengthening) 13 8
Presentation (Including Preparation Time) 2 30
Report (Including Preparation and presentation Time) 1 80
2 2
Total Workload
Total Workload / 30 (s)
ECTS Credit of the Course
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Course Information