Undergraduate Course Contents

Objectives: The aim of this course is to enable prospective teachers to grasp the fundamental concepts and principles of the teaching process, and to recognize teaching strategies, methods, and techniques in relation to learning theories. The goal is for candidates to be able to select methods and techniques appropriate to different student characteristics, goals, and learning environments, to reflect these in their teaching plans, and to design effective, student-centered teaching processes.

Content: The Teaching Principles and Methods course is a professional knowledge course that addresses the teaching process, a fundamental component of the teaching profession, in its theoretical and practical dimensions. The course covers basic concepts and principles of teaching. The reflections of learning theories on teaching are also examined. Teaching strategies through presentation, discovery, and inquiry are included. Methods such as lecturing, discussion, demonstration, and case studies, as well as techniques like brainstorming, drama, and question-and-answer, are also covered. In addition, contemporary teaching approaches such as project-based, problem-based, and collaborative learning, teaching planning, and classroom applications are included in the course. Teacher candidates have the opportunity to put the methods and techniques they learn into practice through lesson planning and micro-teaching activities.

Objectives: In this course, to gain the skills of critical thinking and evaluation about art history and philosophy, interpreting art theories by using science and technology, interpreting children ` s drawings, reading works from different disciplines through artistic events and facts; To gain knowledge about the educational functions of art, distinguishing between art objects and industrial objects, the concept of creativity, creative individuals and their characteristics, creative thinking, artistic creation processes; To gain knowledge and experiences about the environments in which works of art are exhibited; It is aimed to provide differentiation in visual, auditory and tactile perception through drawing and drawing.

Content: Recognizing the functions of visual arts education in terms of mental and emotional aspects, determining the development level of students according to the graphical developmental stages, reading children ` s drawings, making children love visual arts and expressing themselves through art; applying the art activities appropriate to the program in the context of art history, art criticism and aesthetic disciplines; differentiation in visual, auditory and tactile perception, the development of learning and creativity with the field of art.

Objectives: This general purpose teaches the pre-service teacher the basics of using the science laboratory.

Content: The purpose and importance of the laboratory in science teaching; safety in the laboratory; scientific method, scientific process skills and how they are gained; laboratory experiments for primary school (planning, conducting and evaluating the results of the experiments), test worksheets and preparation of the experiment report; examples of experiments that can be made with simple and inexpensive materials; group studies.

Objectives: This course aims to equip students with the knowledge and skills to identify the fundamental concepts, approaches, theories, and techniques related to handwriting instruction; to write upright manuscript and connected cursive writing, as prescribed in the Primary School Turkish Language Curriculum, in accordance with the conventions governing letters, words, lines, and paragraphs, including speed, form, slant, spacing, size, line tracking, spelling, and punctuation; and to plan and implement instructional activities for teaching these writing skills.

Content: Basic concepts; the purpose of handwriting instruction and the skills to be developed; fundamental qualities expected in good handwriting; letters and writing in children ` s lives; basic principles of handwriting instruction in primary school; basic tools and materials used in handwriting instruction; preparation for handwriting instruction (sitting posture, pencil grip, paper position, and free-form line exercises) and teacher approach; potential problems and difficulties that may be encountered in handwriting instruction. Handwriting instruction using upright manuscript letters: geometric forms underlying letter structures; strokes constituting the anatomical structures of letters (regular line exercises); writing directions of uppercase and lowercase letters; slant, form, size, letter/word spacing, line spacing, and common writing errors in these letters; handwriting practice using upright manuscript letters. Instruction in connected cursive writing: structural characteristics of connected cursive letters; line exercises for connected cursive writing; writing directions of uppercase and lowercase connected cursive letters; slant, form, size, letter/word spacing, line spacing, and common writing errors in these letters; connected cursive handwriting practice. Applications for the assessment and evaluation of handwriting skills.

Objectives: This course is supported by the Orff approach, body percussion, and rhythm training in order to enable children to express themselves through their bodies accompanied by music. In addition to teaching basic musical principles, the course aims to develop students’ music reading and singing skills throughout the learning process. Furthermore, performing children’s songs using the melodica allows students to strengthen both their creative and technical musical skills.

Content: Music teaching methods and techniques, note teaching techniques, arranging songs for children with orff instruments by making use of rhythm and melody, effective use of the instrument in song teaching, the relationship between play, music, dance, drama and speech, music-aesthetics relationship and development of musical taste, music lesson activities. associating with other disciplines, Activities related to primary education music program.

Content: Basic concepts and definitions; types of addiction (substance addiction, technology addiction, etc.); causes of addiction; risk factors in the family, peer group and social context that prepare the person for substance abuse; communication skills in dependent children, adolescents and adults; the role of social work in addiction; addiction-related models; an effort to prevent addiction; the consequences of addiction; national policy and strategy methods in combating addiction; re – adaptation process.

Objectives: To inform about foods, food groups, healthy eating patterns, basic principles of healthy eating and to provide skills in developing a healthy lifestyle.

Content: Natural and healthy nutrition; fighting obesity; food additives; healthy lifestyle and exercise; Growth and development; healthy sex life; combating addiction (tobacco, alcohol, substance abuse etc.); traffic, disaster and first aid

Objectives: The general purpose of this course is for teacher candidates to acquire basic information about the history of science and the nature of science. Thus, it is aimed to develop positive attitudes towards teaching the history of science.

Content: Science, philosophy, scientific method; Ancient Greece, Medieval Europe, Scholastic philosophy and science; Science and philosophy in Islamic cultural geography; Science in Mesopotamia; Science and philosophy in Renaissance Europe; science and philosophy in the age of enlightenment; classification of sciences; relations of science, scientism, ideology, ethics and religion; science and paradigms; Vienna and Frankfurt thought schools; criticism of science in twentieth and twenty-first centuries.

Content: Science, the nature of science, its development and scientific research; the concept of ethics and ethical theories; research and publication ethics; unethical behaviors and ethical violations in the research process; ethical issues related to authorship and copyright; biased publication, editing, refereeing and ethics; ethics of broadcasting and unethical behaviors during publication process; legislation and committees on research and publication ethics; ways to identify ethical violations; common research, publication ethics violations and methods to prevent them.

Content: Basic concepts of economics and economic systems; basic concepts of business and business management; establishment, objectives and legal structure of the enterprise; management processes and functions in enterprises; human and other resources management; entrepreneur and entrepreneurship concepts; success factors in entrepreneurship; entrepreneurship culture, entrepreneurship process and types of entrepreneurship; career planning, original ideas, extraordinary examples; Turkish Patent and Trademark Agency; Industrial Property Law; small and medium-sized enterprises; management processes and functions in small enterprises; business idea development, innovation and innovation, business plan making, elements of business plan, writing and presentation; preparing a project about entrepreneurship in a specific field and subject.

Content: Terms and concepts related to traditional Turkish arts; the importance of traditional Turkish arts; contributions to the economy of the individual, society and country; Historical development of traditional Turkish arts (Huns, Gokturks, Uighurs, Seljuks, Beyliks and Ottoman Period); Ahilik and Guild Organization; Institutions and organizations related to Turkish arts in the Republican period; classification of traditional arts according to raw materials and production techniques; traditional weaving (carpet-rug, fabric, etc.), printing, knitting, felt, glass (stained glass, housewares, beads, etc.) arts; metal (iron, copper, silver and gold, etc.) arts; tree (kündekari, carving and mother of pearl inlay) arts; tile-ceramic and stone crafts; education, production and marketing of traditional Turkish arts.

Objectives: The aim is to enable students to gain knowledge and awareness on human rights, children ` s rights, democratic participation, peace education, and citizenship issues by addressing the fundamental concepts, historical development, and current dimensions of human rights and democracy education; and to be able to evaluate democratic processes in the family, school, and society.

Content: The concept and historical development of human rights; types of human rights; understanding of democracy, principles, approaches and human rights; democratic education and democratic education; family and democracy education; education as a human right; preschool education and democracy education; primary education curriculum and democracy education; democracy education in secondary education; higher education and democracy education; democratic school and classroom environment.

Content: Definition and classification of human relations; theoretical approaches to interpersonal relations (psychoanalytic, attachment, contemporary theories); theoretical approaches to interpersonal relations (social, psychological, cognitive theories); interpersonal relationships as a developmental process (infancy and childhood, adolescence and adulthood); factors affecting human relations; gender, gender roles and interpersonal relations; self-adaptation and self-disclosure in interpersonal relationships; communication and communication errors; effective communication skills; interpersonal problems, conflict and conflict resolution approaches; human relations in terms of intercultural differentiation.

Content: Career concept, career planning and stages; individual career development, development of career strategy; career planning model; career options in related teaching fields; CV preparation and CV types, CV format and examples, CV preparation points; cover letters, introductory letters, job interview, aims, methods and types, interview preparation and interview stages; situations that may be encountered during interviews; question types, body language-physical signs.

Objectives: Course Purpose / Objectives: The purpose of this course is to enable students to comprehend the concepts of language and culture along with their mutual relationship; explain the role of language in conveying cultural memory, identity, values, and social experience; critically analyze oral, written, and digital cultural artifacts; evaluate the phenomena of cultural change, globalization, multilingualism, and multiculturalism from a critical perspective; and develop culturally sensitive, inclusive, and effective communication skills within the context of teaching.

Content: Course Description: The Culture and Language course explores fundamental concepts related to language and culture, the sources and elements of culture, oral and written culture, material and non-material culture, processes of enculturation and acculturation, individual and social functions of language, and the relationship between language and culture. Within the scope of the course, the role of language in carrying and transmitting culture, the language-identity nexus, cultural memory, oral traditions, written and digital culture, cultural change, globalization, multilingualism, multiculturalism, and intercultural communication are examined through contemporary examples. The course aims to empower prospective teachers to critically evaluate the reciprocal relationship between language and culture within educational, communicative, and societal contexts.

Objectives: Media literacy education fundamentally enables individuals to develop skills such as accessing various media tools, critically analyzing accessed content, producing their own content, sharing produced materials, and engaging in critical thinking and active questioning about the messages they receive or create.

Content: he aim of this course is to help teacher candidates understand the nature, importance, and practices of media; teach them how to analyze, evaluate, and engage with various forms of media; equip them with the necessary knowledge, skills, and confidence in media literacy; and contribute to developing students who can identify how media works and the roles it plays.

Content: Basic English literacy skills; basic concepts of child development and stages; basic concepts of primary and secondary education; basic concepts of educational sciences; examples of dialogue between student-parent-teacher; listening and understanding techniques of academic texts (youtube, teachertube, tedx conversations, etc.); verbal skills for professional development (vocabulary, phrases etc.); writing skills (writing petitions, preparing reports, creating CVs, writing short messages, setting course objectives, etc.); reading skills (reading written texts using web 2.0 tools, etc.); translation studies in the related teaching field.

Objectives: The aim of this course is to provide teacher candidates with the definition of basic concepts related to art and aesthetics, the place and importance of art and art education in the mental, emotional and kinetic development of individuals, the relationship between art and creativity, the relationship between art and sensitivity, the relationship between art and education in Turkey. and the development of art in the world, the relationship between art and culture, and the roles of museums in developing arts.

Content: Art, fine arts, craft and culture; art and education; art, creativity and artwork; philosophy of art and aesthetics; theories of art and aesthetics; art criticism; art history, art in pre-modern, modern and post-modern periods; art and social context; art and everyday life; Turkish-Islamic art-aesthetics and works of art; the position of art and artisan in the process of social change; The development of the arts in Turkey; understanding of art today; civilization and art; art, aesthetics and morality.

Objectives: This course aims to teach pre-service teachers the general characteristics of Turkish folk dances, their regional diversity, and basic rhythm and step patterns. Within the scope of the course, particular emphasis is placed on methods for teaching folk dances appropriate to the physical and cultural development of primary school children, the design of child-friendly dance figures, and the integration of regional dances—especially those of the Gaziantep region—into the primary school curriculum.

Content: Definition of folklore; rhythm and perception exercises; game and folk dance figure exercises; regional differences in folk dances and figure practices; regional figures; learning regional figures of the bar type; learning regional figures of the halay and kaşik types; horon and karşilama dances.

Content: Basic concepts of sign language; Turkish sign language, history and characteristics; Letters in Turkish sign language; phonetics; internal structure of sign, concurrency and sequence; hand alphabet in terms of phonetics; morphology in sign language, structure and configuration of sign; word classes and pronouns; sign language syntax; word order, sentence types; question sentences; semantics in sign language; meaning and reference, types of meaning, idioms; Conversation with Turkish sign language.

Objectives: Its historical homeland is B.C. The aim is to make students understand the geography of the Turks, who were based on the Khakassia Area of ??the Abakan Region of Southern Russia and lived a nomadic life until 3000-3500 BC, and to raise awareness in students about their culture. In addition, by understanding the material and spiritual elements of Turkish culture in the fields of society, state, faith and art, it is to determine its place and importance in the history of humanity and its contribution to the common history of humanity.

Content: Culture, people and society; Turkish culture and Turkish civilization; The first ethnographic sources about Turks; Turkish states in history; Turkish state, administrative, military and social structure; Folk beliefs and mythology in Turks; The relationship between human and space in Turks; Verbal, written and material culture in Turks; Family structure in Turks; Demographic and cultural consequences of migrations in Turkish history; The influence of Turkish culture on the spreading areas and neighboring geographies; Turkey has the tangible and intangible cultural heritage; transfer of natural and cultural heritage to future generations.

Content: Music elements of Turkish communities living in Central Asia and Anatolia, Turkish mythology (human, creation, religious rituals and holidays, etc.), the mythological elements in the repertoire of Turkish Folk Music, the types of music existing in the Turkish State and Communities, Turkish Folk Music in the historical process and the development of Turkish Art Music; the interaction of different traditions and styles about music; instruments, composers, performers and sample works.

Objectives: The aim is to present the historical development of Turkish art chronologically from the pre-Islamic period to the present day, introducing the architectural and artistic formations, major works, and artists that emerged in different periods of Turkish art; and to enable students to understand the fundamental characteristics of Turkish art and the changes and continuities between periods.

Content: The historical development of Turkish art is examined within a chronological framework, from the pre-Islamic period to the Republican era. Following the art of the Huns, Göktürks, and Uyghurs, the course explores the art of the Karakhanids, Ghaznavids, and Great Seljuks; the artistic sensibilities of the Anatolian Seljuks and Beyliks; and early, classical, and late Ottoman architecture and art. In addition to architecture, the course also covers traditional Turkish arts such as stone, wood, tile, ceramics, metalwork, carpets, and rugs, as well as the development of Turkish painting and sculpture and Turkish architecture of the Republican period.

Objectives: Course Purpose / Objectives: The purpose of this course is to enable prospective teachers to develop their own reader identity and reading culture; select and evaluate high-quality books suited to the developmental characteristics and individual differences of primary school students; critically read printed and digital texts; design classroom practices that foster reading motivation and habits; and cultivate a sustainable classroom reading culture through reading circles, library activities, and creative book-centered tasks.

Content: The Reading Culture and Book Review course is a practice-oriented course designed to help prospective primary school teachers understand reading not merely as a skill, but as a lifelong cultural, critical, and social practice. Within the scope of the course, topics covered include the formation of reading culture, reader identity, and reading motivation; printed and digital reading; selecting quality books for children and book review criteria; critical reading; reading circles; library and classroom library culture; and practical applications for fostering a reading culture in primary school. Prospective teachers examine children’s books across various genres in terms of content, language and style, visual design, developmental appropriateness (child-appropriateness), values, and inclusivity, while gaining collaborative and in-depth reading experiences through reading circles.

Objectives: The aim is to examine the purpose, periods and scope of Turkish education history, to discuss its importance within the educational phenomenon, and to analyze the legal and structural developments and problems in the history of Turkish education from the periods before the republic to the present day.

Content: The purpose of the History of Turkish Education course is achieved with the following content: The subject, method and sources of Turkish education history; education in the first Turkish states; education in the first Muslim Turkish states; Education in Turkish Seljuks and Anatolian Principalities; Education in the Ottoman Empire: Education system until the first innovation movements; 13-18. education in Turkish states outside the Ottoman geography in the centuries; Educational innovation movements in the Ottoman Empire until Tanzimat; Establishment of the modern education system from Tanzimat to the Republic; reorganization of traditional education; education during the national struggle; Education in the Republic of Türkiye: Foundations, structure, establishment and development of the Turkish education system; It covers the teacher training process from its beginning to today.

Objectives: – To enable students to understand the international and national dimensions of children’s rights, – To relate the principles of non-discrimination, the best interests of the child, participation, and protection to educational settings, – To raise teachers’ awareness of their legal responsibilities in situations where there is a risk of rights violations, – To develop the ability to make decisions and design practices consistent with children’s rights through case studies.

Content: This course enables pre-service teachers to recognize the legal framework in situations involving children’s rights that they may encounter in classroom and school settings and to apply a rights-based approach.

Content: Basic concepts and philosophy of open and distance learning; the development of distance education in the world; development of distance education in Turkey; learner and mentor roles in distance education; technologies used in distance education; management of open and distance education; classroom management and its components in open and distance learning; open educational resources and trends in the world; mass open online courses; personalized learning environments; open and distance education problems and their solutions; open and distance education applications in teacher training; developing individual teaching materials in open and distance education and student support services; identifying teaching strategies for different learning situations; research and evaluation in distance education.

Content: Basic concepts, history and methods of child psychology; prenatal development; developmental areas and characteristics of infancy; development areas and characteristics of early childhood; developmental areas of late childhood and their characteristics; child in family structure; children in the school system; adaptation and behavior problems in childhood; Children with special requirements

Content: Definition and characteristics of attention deficit and hyperactivity disorder (ADHD); The main symptoms of ADHD (attention deficit, hyperactivity, and impulsivity); The effects of ADHD on children in terms of social, emotional and school achievement; Causes of ADHD; Risk factors for ADHD formation; ADHD types; Approaches to children with ADHD; Guiding students with ADHD; Education of children with ADHD; school-family cooperation

Content: Basic concepts of law and management law; sources of management law; rights and duties in management; The Convention on the Rights of the Child and the Declaration of Human Rights; administrative and judicial supervision of teachers; The basic laws establishing and regulating the Turkish Education System; duties, rights and responsibilities of training stakeholders.

Content: The subject, basic concepts, history and method of anthropology; basic approaches in social-cultural anthropology; anthropological aspects of education and the basic concepts of educational anthropology: culture, acculturation, acculturation, adaptation, subculture, counter culture, common culture, etc .; cultural foundations and functions of education; intercultural differentiation, education and learning; school as a habitat, school cultures and ethnographies; media, mass media, popular culture and education; globalization, cultural interaction, cultural literacy and education; Education in oral and written literary works in the history of Turkish culture and civilization; The roles of parents and children in Turkish family structure.

Objectives: To examine the purpose, periods and scope of the history of education, to discuss its importance within the phenomenon of education, and to analyze the legal and structural developments and problems in the history of education from the Ancient Age to the Republican period.

Content: Education in ancient period (Ancient Egypt, Mesopotamia, Anatolia, Indian, Chinese, Ancient Greek and Roman civilizations); Education in Eastern, Western and Islamic societies in the Middle Ages and New Age; Renaissance, Reform, Enlightenment Movements and education; Education in the Industrial Age and Modern Period; Relations of Islamic culture and civilization with Western civilization; the emergence of national / nation states and the development of national education systems; post-modern society debates and education; Basic changes and transformations in education in the world since ancient times.

Content: Basic concepts of drama and creative drama (drama, creativity, creative drama, play and theater pedagogy, communication-interaction, role playing, improvisation, action, dramatic play, children’s theater, puppet, pantomime, etc.); stages, dimensions and elements of creative drama; role playing and improvisation; history of creative drama; relationship between social events and creative drama; application steps of drama in education; sources of drama in education; preparation and implementation of the creative drama lesson plan; contribution of drama to individual and social development.

Content: Formal and extracurricular activities / implicit program concepts in education; implicit program approaches; cognitive and affective domain learning and implicit program; school as a ritual place; school ceremonies as extracurricular activities at school; the importance and management of social, cultural, sporting and artistic activities at school; the place and importance of the implicit program in values education; extracurricular activities (commemoration, celebration, meeting, graduation etc.) in terms of values education.

Objectives: The general aim of this course is to introduce pre-service teachers to curriculum and its related concepts, enable them to understand curriculum types and components, and prepare them for practice by helping them gain a thorough understanding of the primary school curriculum currently implemented in Türkiye.

Content: Basic concepts of curriculum development; theoretical foundations of curriculum development; program types; philosophical, social, historical, psychological and economic foundations of curriculum; characteristics of curriculum development and curriculum; stages of program development; the basic elements of the program (goal, content, process, evaluation) and the relationships between the elements; classification of objectives and their relationship to program components; content editing approaches; identifying training needs; program development process and models; curriculum design approaches; program evaluation models; program literacy; duties and responsibilities of teachers in the development of curriculum; Characteristics of MEB curriculum; implementation of curriculum; new approaches and trends in software development in the world and Turkey.

Objectives: This course aims to teach the concept and types of projects; curricula and project-based learning; project programs in schools (TÜBİTAK, etc.); topic selection for a project; literature review; logical framework in projects; project planning and management; application of the scientific method in projects; preparing and developing a project report; finalizing a project report; project evaluation and examination of best practices; and techniques for designing project presentations, posters, and brochures.

Content: Project concept and project types; curriculum and project-based learning; project programs in schools (TUBITAK, EU and others); selection of topics for the project; literature review; logical framework in the project; project planning and management; application of scientific method in the project; preparing and developing project reports; finalizing the project report; project evaluation and review of good practices; project presentation, poster and brochure design techniques.

Objectives: The general aim of this course is to understand the importance of thinking and thinking skills, basic thinking skills, and to apply critical and analytical thinking skills in daily and professional life.

Content: Basic concepts and definitions; brain as a thinking organ, ways of thinking and grouping of thinking; involuntary thinking and its characteristics; voluntary thinking and its characteristics; methods of voluntary thinking; critical and analytical thinking; basic characteristics and criteria of critical and analytical thinking, stages of critical and analytical thinking; factors affecting critical and analytical thinking; the scope of critical and analytical thinking; critical and analytical reading; critical and analytical listening; critical and analytical writing.

Content: Developmental characteristics, interests and needs, mental status of hospitalized children according to age groups; interaction between hospital staff, children and family; hospital preparatory training, diagnosis, treatment and surgery; preparing and implementing activities such as games, music, arts, drama, mathematics, stories, etc. for hospitalized children; Interaction between hospital schools and children with terminal illness, their families and staff.

Content: Inclusiveness and content of inclusiveness; inclusive education: definition, content and importance; legal basis of inclusive education; national and international legislation; approaches and standards in inclusive education; teacher roles in inclusive education; inclusive curriculum and materials; attitudes and values in inclusive education; inclusive school and classroom; preparing action plans for inclusive education; inclusive education practices: characteristics that differentiate students, effective communication, language used, psychosocial support, differentiation of teaching and examples, methods and techniques, planning of instruction, inclusion of course materials and selection of inclusive activities; course design applications.

Objectives: The aim of this course is to foster the shared values and character traits that individuals are expected to develop and demonstrate, drawing on the culture of coexistence and socialization. Through character and values education, the course seeks to enable preservice teachers to know what is good, feel what is good, and act upon what is good.

Content: Conceptual framework: Character, personality / personality, value, virtue, morality, temperament, temperament, etc .; character development and education; family, environment and school in character development and education; definition and classification of values; sources of values and individual, social, cultural, religious and moral foundations; character and value education approaches and practices; intercultural differentiation and coexistence in character and value education; character and value education in terms of educational philosophy and objectives; teaching methods and techniques in character / value education; the crisis of values and education in modern and multicultural societies; value education in the process of human-cultural development; Turkey examples about the value of education and cultural history education, practice and research values education in Turkey; Teacher as a role model in character and value education.

Objectives: With this course, teacher candidates will learn about the education systems of different countries related to their fields and compare them with the education system in your country. Thus, they will be able to acquire both knowledge and high-level thinking skills such as critical thinking, argumentation, analysis, etc. The general purpose of this course is to enable teacher candidates to examine the education systems in different countries, make comparisons regarding their own fields of study, and gain critical perspectives on education-related issues.

Content: Definition, scope and history of comparative education; methods and research in comparative education; comparison of educational systems of different countries in terms of structure, functioning, school levels, human resources, financing of education, privatization in education, policy making in education, planning and implementation; gender, social justice and equality in education in different countries; reform and innovation initiatives in education in different countries; teacher and education / school manager training systems in different countries; globalization and internationalization in education; international examinations, institutions and organizations related to education.

Objectives: The general aim of this course is for prospective teachers to acquire, in particular, fundamental teaching skills.

Content: Basic concepts and principles of effective teaching and learning; teachers ` professional competence, attitudes, roles and behaviors; preparing lesson plans; scope, benefits and limitations of micro teaching method; preparing active learning activities according to the topic; sample lecture applications in the classroom; videotaping lecture presentations; evaluation of the course by using records; development of prepared activities and lectures.

Objectives: The aim of this course is to enable students to learn the evolving and changing definition of museums, to build a museum culture, and to use museums for study, education and recreation, thereby creating an awareness of museums that begins at a very early age and continues throughout life.

Content: The concept of the museum and its evolving definition; principles and aims of museum education; types of museums (archaeology, art, natural history and science museums, historic houses); using museums in primary school and relating museum education to primary school curricula (Life Studies, Social Studies, Science, Turkish, Mathematics, Visual Arts, Music); museum activities with an interdisciplinary approach; pre-visit, during-visit and post-visit museum activities; preparing educational plans and activities that can be carried out in museums with pupils and their families; planning out-of-school learning activities; presenting activity plans for different museums.

Objectives: The general aim of this course is for prospective teachers to acquire knowledge regarding out-of-school learning environments, particularly at the primary education level.

Content: Out-of-school education and learning concepts; scope and importance of extracurricular learning; teaching in out-of-school settings; teaching methods, techniques (project-based learning, station technique, etc.) and teaching materials appropriate for the out-of-school learning environments; out-of-school learning environments (museums, science centers, zoos, botanical gardens, planetariums, industrial establishments, national parks, science festivals, science camps, natural environments, etc.); developing areas and environments outside of school learning; planning, implementing and evaluating out-of-school learning activities

Content: Definition, characteristics and classification of learning disabilities: Educational, psychological, medical factors; prevalence and incidence; causes of learning disabilities; early intervention; response response model; screening / diagnosis: medical, developmental and educational screening / diagnosis; academic and non-academic characteristics; team and cooperation; educational environments; scientific applications; supporting reading, writing and mathematics skills; supporting non-academic skills.

Content: The concept of individualization and its importance in education; what to do for individualization: curriculum-based assessment, rough assessment, criterion-dependent assessment tool preparation, rules to be followed in assessment; determining long-term and short-term teaching objectives; arrangements for inclusion / integration in classrooms and schools; adapting teaching; examples of individualization and adaptation in integration / integration classes.

Objectives: The aim is to foster an understanding of the concept of sustainability and its impacts.

Content: Sustainability concept and application areas; sustainability in terms of social and natural sciences; sustainability in the context of social change; education and sustainability; humanity ` s future and sustainability; migration, poverty and inequality; sustainable environment; ecology, global environmental issues and sustainability; sustainable society in harmony with nature; population, economic system and natural environment; technological developments, consumption habits and environment; social responsibility studies, sustainability in terms of concrete and intangible cultural heritage; rethinking human-nature relations on the axis of sustainability.

Content: Definition and scope of adult education; concepts related to adult education (continuing education, public education, non-formal education, vocational training etc.); The historical development of adult education in Turkey; approaches and models related to adult education; adults and learning; the purpose, scope and historical development of lifelong learning; Lifelong learning practices in Turkish education system.

Objectives: The general purpose of this course is to ensure that the teacher candidate has knowledge and skills about the relationship between humans and art, the developmental periods of children ` s drawings, the characteristics of children ` s drawings, the factors affecting the content of children ` s drawings, the role of the mother, father and teacher during the child ` s drawing activity, the points to be considered in the interpretation of children ` s drawings, and the evaluation tests of children ` s drawings.

Content: The relationship between man and art, developmental periods of children ` s drawings, characteristics of children ` s drawings, factors affecting the content of children ` s drawings, the role of mother, father and teacher during the child ` s drawing activity, points to be considered in the interpretation of children ` s drawings, children ` s drawings evaluation tests.

Objectives: No English description is available in the Information Package.

Content: No English description is available in the Information Package.

Objectives: The general aim of this course is for teacher candidates to acquire basic knowledge about morality and ethics in education and training.

Content: The course covers ethics and morals as concepts in the first place, then ethics principles necessary for teaching and interaction between studentteacher and parents-teacher. Also, the progress of ethics and morals will be discussed. Basically, core ethical features a teacher needs to practice will be stressed.

Objectives: The purpose of this course is to enable prospective teachers to comprehend the historical development of childhood and education in Turkish culture, its relationship with family and social structure, and modes of cultural transmission; to examine oral and written cultural products alongside traditional childhood practices from an educational perspective; to identify continuity and change from past to present; and to critically evaluate traditional practices in line with contemporary child rights, developmental appropriateness, and modern educational approaches.

Content: .The Childhood and Education in Turkish Culture course examines the concepts of culture, education, childhood, and family within the historical and social development of Turkish culture. Within the scope of the course, the place of the child in family and society from ancient Turkic communities to the present, the value attributed to children, child-rearing practices, educational traditions, representations of childhood and education in oral and written cultural products, children ` s games, toys, ceremonies, and everyday life practices are explored. Traditional practices are critically evaluated within the contexts of contemporary childhood, child rights, cultural transmission, regional differences, cultural diversity, and inclusivity in education.

Objectives: The main purpose of the course is to provide students with basic knowledge about the root causes and classification of natural and human disasters, as well as to predict risks related to disasters and reduce their damage.

Content: Disaster and risk concepts; disaster, risk and harm reduction; disaster trainings and their importance; disaster preparedness, disaster response, disaster recovery; natural and human disasters; impacts of disasters on sustainable development; climate change and meteorological disasters; disaster mitigation activities in Turkey and the world; earthquake regulations, disaster management effectiveness; disaster management cycle, disaster terminology; coordination in disaster management, emergency and disaster coordination centers; ethical values in disaster management, project presentations.

Objectives: The aim of this course is to enable prospective teachers to adopt the concepts of curriculum, curriculum, curriculum and the relationship between them and to make sense of primary school programs by examining them critically in this direction.

Content: This elective course will introduce students to curricula, familiarizing them with primary school-level programs. It will focus on the fundamentals of curriculum development, explaining the elements involved in this process. It will classify curricula according to their objectives (formal, implicit, extracurricular, etc.), highlighting the goals to be sought in a curriculum. Following this, it will examine the curricula of primary school subjects. By analyzing the scope, content, objectives, and learning outcomes of these subjects, students will build a foundation to contribute to the teaching of these subjects. Active participation is important in this course. Document analysis and case study techniques will be frequently used, and group work will also be included. The course will be evaluated through midterm and final exams.

Content: Definition of social skills, dimensions, relationship of dimensions with each other; selection of methods and techniques for gaining social skills and generalizing skills; selection of target skills; analyzing the skill, modeling the child, role-playing children, and proving the skill; repeating skills to children; assessing children’s performance; generalizing social skills and examining primary school curriculum; determination of skills in lessons and sample activity applications will be covered.

Content: Risk factors and effects, groups of children caused by risk factors; children living and working on the streets, working children connected to sectors, shattered family children, children in need of protection, children oriented to crime, children who are neglected and abused, children at developmental risk, children living in unfavorable environmental conditions and their characteristics, critical elements in their education, measures to be taken, projects implemented in Turkey and other countries for the education of children at risk.

Objectives: The primary aim of this course is to enable students to acquire the knowledge and skills necessary to understand the characteristics of traditional and complementary assessment tools used in education, particularly in subject-area education, and to prepare and administer these tools and interpret their results.

Content: Measurement instruments used in education and their properties; tools based on traditional approaches: Written exams, short-answer exams, true-false type tests, multiple choice tests, matching tests, oral polls; tools for multidimensional recognition of the student: observation, interview, performance evaluation, student product dossier, research papers, research projects, peer assessment, self-assessment, attitude scales; issues to be considered in the assessment of student achievement; assessment of learning outcomes and grading.

Content: Basic concepts, history and methods of child psychology; prenatal development; developmental areas and characteristics of infancy; development areas and characteristics of early childhood; developmental areas of late childhood and their characteristics; child in family structure; children in the school system; adaptation and behavior problems in childhood; Children with special requirements

Objectives: This course aims to enable you to grasp the fundamental principles and criteria regarding the selection, organization, and evaluation of textbooks used in primary education. Within the scope of the course, textbooks currently in use are examined in relation to the curriculum; they are analyzed within the framework of the curriculum ` s adopted theories, approaches, and philosophies, as well as its core components—namely objectives, content, teaching-learning processes, and assessment dimensions. Furthermore, by analyzing textbooks based on criteria such as scientific language, content structure, and physical characteristics, the course seeks to raise prospective teachers ` awareness regarding the use of high-quality textbooks at the primary education level.

Content: To be able to comprehend the principles to be used in the selection and arrangement of textbooks in primary school; examine the textbooks used in practice in terms of curriculum; examine the theory, approach, philosophy and elements of the program (aim, content, teaching-learning processes, evaluation) and examine the textbooks in terms of these elements and the criteria (scientific language, content and physical characteristics) that are taken into consideration in preparing the textbook.

Objectives: No English description is available in the Information Package.

Content: “The core content of the course comprises the place of traditional children ` s games in children ` s culture and intangible cultural heritage; the historical, cultural, and pedagogical dimensions of play; the classification, compilation, rules, and safe implementation of games; nursery rhymes and counting-out rhymes; the contributions of traditional games to cognitive, physical, socio-emotional, and language development; aligning games with primary school curricula; inclusive and differentiated game design; and the development of game-based activities, instructional materials, and assessment tools.”

Objectives: The aim of this course is to enable prospective classroom teachers to grasp the fundamental concepts, theoretical underpinnings, and design principles related to games and gamification. The course seeks to equip candidates with the ability to pedagogically evaluate educational games and gamified practices by taking into account the developmental characteristics of primary school students and their classroom gaming needs. Furthermore, it aims to enable them to gamify content aligned with curriculum learning outcomes and to design and develop educational games by utilizing narrative elements. In this way, the course intends to support the development of prospective teachers ` competencies in creating creative and effective learning environments that enhance student participation and motivation.

Content: The “Educational Game Design and Gamification” course is a practice-oriented elective designed to introduce prospective classroom teachers to the role of games and gamification in learning-teaching processes. The course covers the fundamental components, mechanics, and dynamics of games; the theoretical underpinnings of the relationship between gaming and learning; and the in-class gaming needs of primary school students. Other topics include the concept of gamification—distinguishing it from games and exploring design frameworks—as well as the analysis of educational games based on pedagogical criteria. During the second half of the term, the focus shifts to narrative games and the educational game design process; throughout the semester, prospective teachers develop both a gamification project and an educational game project.

Objectives: To raise awareness among teacher candidates about 21st century skills and to support the development and teaching of these skills.

Content: In this course, skills that will enable you to critically address complex real-life problems, use digital tools and social media effectively, and work harmoniously with others will be discussed. In this regard, examples of good practices that positively affect student motivation and success will be presented in the course. Additionally, strategies for 21st century skills will be introduced and put into practice through in-class activities.

Objectives: The general purpose of this course is for teacher candidates to have knowledge and skills about the definition of thinking, ways of thinking, the approach to philosophy with children, the place and importance of thinking education in education, the factors affecting thinking skills, the definition, stages and dimensions of creative thinking, critical thinking, problem solving, decision making, skills, and application suggestions made for these skills in the primary school period.

Content: Definition of thinking, ways of thinking, approach to philosophy with children, place and importance of thinking education in education, factors affecting thinking skills, definition, stages and dimensions of creative thinking, critical thinking, problem solving, decision making skills, application suggestions for these skills in primary school period.

Objectives: 397 The general aim of this course is for the prospective teacher to gain knowledge regarding the definition, scope, and importance of school-family-community cooperation; the legal foundations of such cooperation; the duties and responsibilities of schools and families in this partnership; family participation in education; the planning of activities to enhance school-family-community cooperation; and the current state of school-family-community cooperation in Turkey.

Content: Definition, scope, and importance of school-family-community cooperation; legal bases for school-family-community cooperation; duties and responsibilities of schools and families regarding school-family cooperation; family participation in education; planning activities to enhance school-family-community cooperation; and the state of school-family-community cooperation in Turkey.

Objectives: The general purpose of this course is to compare Turkish and English teaching, to examine the approaches, methods, techniques and practices used in teaching English at the primary school level, the relevant topics, achievements and examples of activities suitable for these in the primary school foreign language course 2nd, 3rd and 4th grade curriculum.

Content: In this course, theories related to language learning and acquisition, learning characteristics of children and applications in foreign language teaching will be discussed. Educational applications used in our country will be introduced, and the duties and responsibilities of the classroom teacher during these applications will be mentioned. Question-answer, narration and discussion techniques will be used in the course.

Objectives: The general aim of this course is for the teacher candidate to understand the geographical, social and economic factors affecting education in Turkey, ways to meet the educational needs of children in rural and dispersed settlements; mobile education, advantages and disadvantages of mobile education; regional boarding primary schools, advantages and disadvantages of boarding primary schools; Teaching in multigrade classes, the reasons that create multigrade classes, the basic foundations of teaching in multigrade classes and the way of teaching, planning of teaching in multigrade classes, classroom management and evaluation activities, and the duties and responsibilities of teachers in multigrade classes, to ensure that students have knowledge and skills about teaching practices in multigrade classes around the world.

Content: Geographical, social and economic factors affecting education in Turkey, ways to meet the educational needs of children in rural and scattered settlements; transportation education, advantages and disadvantages of transportation education; boarding primary regional schools, advantages and disadvantages of boarding primary schools; teaching in combined classes, reasons that brought about combined classes, basic foundations and teaching style of teaching in combined classes, planning of teaching in combined classes, classroom management and evaluation activities and duties and responsibilities of teachers in combined classes, teaching practices in combined classes in the world.

Objectives: The general aim of this course is to instill a sense of social responsibility in prospective teachers—both theoretically and practically—and to develop skills in cooperation, solidarity, effective communication, and self-assessment during the implementation process.

Content: Society, community service practices and social responsibility concepts; social responsibility projects in terms of social and cultural values; identifying current societal problems; preparing projects for the solution of identified social problems; voluntarily taking part in social responsibility projects individually and as a group; participating in social responsibility projects in various institutions and organizations; participating in scientific events such as panels, conferences, congresses, symposiums as an audience, speaker or organizer; Evaluating the results of social responsibility projects.

Objectives: The aim of this course is to raise prospective teachers ` awareness of scientific research methods, as well as to equip them with the ability to understand and create processes for designing and reporting a scientific research project within the framework of scientific ethics.

Content: This course will cover fundamental concepts and principles of research methods; the research process (identifying the problem, defining the problem and sample, data collection); general characteristics of data collection tools; access to articles, theses, and databases; research models and types; basic paradigms in scientific research; quantitative and qualitative research designs; sampling, data collection, and data analysis in qualitative research; reviewing and evaluating articles or theses; preparing research reports in accordance with research principles and ethics; and action research in education.

Objectives: The main objective of this course is to equip prospective primary school teachers with the skills to effectively design, develop, and evaluate teaching materials, and to enable them to apply these skills in different learning environments and disciplines. Within the scope of the course, prospective teachers will learn the basic concepts and principles of material design, how to use technologies employed in the design of digital and tangible materials, and how to design materials for effective learning environments using current technologies. Furthermore, prospective teachers will gain the ability to design subject-specific and interdisciplinary materials, and to improve and refine designs by evaluating the designed materials and using feedback to enhance their effectiveness.

Content: This course is part of the primary school teacher training program and aims to equip prospective teachers with the skills to design, develop, and evaluate teaching materials. Within the scope of the course, prospective teachers will learn the fundamental concepts and principles of material design, how to use technologies in designing digital and tangible materials, and how to design materials for effective learning environments using current technologies. Furthermore, prospective teachers will gain the ability to design subject-specific and interdisciplinary materials, and to improve and refine these materials by evaluating feedback to enhance their effectiveness.

Objectives: The general aim of this course is to enable the pre-service teacher to recognize drama, to develop a positive attitude towards it and to use creative drama as a method in any course content at primary school level.

Content: Definition and meaning of the term drama; psycho-drama, creative drama, educational drama, socio-drama etc. concepts; drama-play relationship; history of drama practices in education; the structure and application stages of drama in education; drama environment and teacher qualifications; evaluation of drama; Developing and applying drama examples, examples suitable for the educational purposes of the field.

Objectives: To be able to apply basic concepts and skills related to teaching games and physical activities

Content: Theoretical structure (structure of the program, basic skills, basic elements of the program, achievements according to classes, teaching methods, classroom management, measurement and evaluation), primary school game and physical activities course about the Primary School Game and Physical Activities course (1-4. Grades) curriculum. Applications related to learning outcomes (lesson plan, study plans, preparation and application of measurement tools), educational and musical games, examples of modern folk dances, definition and general characteristics of the game, game teaching

Objectives: The aim of the Classroom Management course is to equip prospective teachers and education professionals with the knowledge and skills necessary to create and maintain an effective learning environment.

Content: Basic concepts related to classroom management; physical, social, and psychological dimensions of the classroom; classroom rules and discipline; models of classroom discipline and management; management of student behavior in the classroom; communication and interaction processes in the classroom; student motivation in the classroom; time management in the classroom; the teacher as an instructional leader; management of teacher–parent meetings; creating a positive classroom and learning climate; and case studies on classroom management across different levels of education.

Objectives: The general aim of this course is for the teacher candidate to learn the purpose, concept and content of the Life Science course, the historical development of the Life Science course in Turkey and the approaches to the Life Science course in other countries; Life Sciences curriculum ` s achievements, skills, concepts, etc. examination in terms of features, the distribution of the themes in the program and the achievements of the themes according to classes, basic teaching skills in teaching Life Sciences, teaching strategies, studies-examples on the use of teaching methods and techniques in the Life Sciences course, the use of resources and materials in teaching Life Sciences, to ensure that students have knowledge and skills regarding values and democracy education, exemplary practices of the Life Sciences Program and evaluation of in-class activities.

Content: Purpose, concept and content of the Life Studies lesson, the historical development of the Life Studies lesson in Turkey and the approaches to the Life Studies lesson in other countries; Acquisitions, skills, concepts, etc. of the Life Studies curriculum. examination in terms of features, the themes in the program and the distribution of the gains included in the themes according to the classes, basic teaching skills in life studies teaching, teaching strategies, studies-examples on the use of teaching methods and techniques in the Life Studies course, the use of resources and materials in the Life Science teaching, the Life Studies course values and democracy education, exemplary practices related to the Life Studies Program and evaluation of classroom activities.

Objectives: To teach the basic concepts of science and science education and the characteristics of science, technology, scientific knowledge and scientific method. To gain science and technology literacy.

Content: Basic concepts of science and science education; characteristics of science, technology, scientific knowledge and scientific method, science and technology literacy, science-technology-society-environment relations, attitudes towards science, aims of science teaching, historical development of science teaching in Turkey and in the world, constructivist approach and science learning, cognitive development and science education, characteristics of primary school science curriculum and its relationship with other courses, developing scientific process skills and sample applications.

Objectives: The aim of the course is to enable prospective classroom teachers to acquire the competence to plan and implement initial literacy instruction—including material development and the monitoring and evaluation of the learning process—in accordance with the current Primary School Turkish Curriculum, while taking into account the developmental characteristics and individual differences of first-grade students. Furthermore, the course aims to enable prospective teachers to design inclusive, student-centered, and technology-supported instruction by critically examining scientific research and current practices.

Content: This course covers the theoretical foundations of initial reading and writing instruction, readiness for school and literacy, language and early literacy development, individual differences, the Sound-Based Initial Reading and Writing Instruction process in line with the 2024 Primary School Turkish Language Curriculum, teaching sounds and letters, forming syllables, words, sentences, and texts, handwriting instruction, fluent reading and vocabulary development, adaptations for learning difficulties and special needs, the use of technology and materials, and process-oriented assessment and evaluation. The course aims to enable teacher candidates to translate theoretical knowledge into practice through micro-teaching, material development, observation, and the evaluation of sample student work.

Objectives: The aim of this course is to introduce the primary mathematics education program, to introduce contemporary learning-teaching approaches, to make the applications of these approaches in classroom environments.

Content: Purpose and basic principles of mathematics teaching; history of mathematics teaching (in the world and in Turkey); teaching and learning strategies to be used in mathematics teaching; scope, purpose and features of primary school mathematics curriculum; with major learning theories and mathematics learning.

Objectives: The aim of this course is to enable prospective teachers to understand the concept of creativity and the fundamental characteristics of creative thinking, recognize and develop their own creative potential, and effectively use methods, techniques, and activities that support creativity in teaching processes. Within the scope of the course, prospective teachers are expected to develop their abilities to generate original and diverse ideas, develop alternative solutions, approach problem situations from different perspectives, think flexibly, and engage in creative problem solving. In addition, the course aims to enable prospective teachers to design educational materials that support students’ creativity.

Content: This course is a practice-oriented course that aims to develop teacher candidates’ creativity skills through theoretical and practical activities. The course addresses the fundamental components of creativity, creative thinking processes, and creative thinking techniques. Teacher candidates are actively engaged in various material-based, visual, written, and performative production processes. The course includes activities such as creative drawing, designing with recycled materials, creative writing based on visual stimuli and poetry, creative drama, and interdisciplinary production. Through these activities, teacher candidates are supported in gaining individual and group-based creative production experiences and exploring different forms of expression. The practical component of the course encourages teacher candidates to develop original ideas, generate different perspectives, apply creative problem-solving skills, and design a variety of educational materials. Thus, the course aims to foster an understanding of creativity not merely as an individual skill, but also as a pedagogical approach that can be integrated into teaching and learning processes.

Objectives: The main purpose of this course is for students to explain the basic concepts of measurement and evaluation, to understand measurement tools. Understand and apply the required features, perform basic statistical analysis on test scores to acquire knowledge and skills about traditional/alternative measurement techniques and their applications. is intended.

Content: The place and importance of measurement and evaluation in education; basic concepts of measurement and evaluation; psychometric (validity, reliability, usefulness) properties of measurement tools; development and implementation of achievement tests; interpreting test results and giving feedback; analysis of test and item scores; evaluation and grading.

Objectives: In this course, teacher candidates are expected to master the nature of the social studies course and to gain the skills to read, write and apply the MEB social studies program. Our teacher candidates are expected to gain the basic knowledge, skills and attitudes for this course, which they are responsible for in their professional lives. The general purpose of this course is to help teacher candidates internalize the nature of social studies teaching and transform it into a skill.

Content: Social studies field and its features, basic aims and basic skills of Social Studies, literacy in Social Studies, basic themes and fields in Social Studies, place and history of Social Studies in primary school curriculum, Examination of Social Studies Curriculum (acquisition, skill, theme, etc.). ), strategies, methods, techniques and materials used in Social Studies teaching, sample applications related to them, democracy, human rights and values education in Social Studies lesson, examples and comparisons from Social Studies textbooks in Turkey and other countries.

Objectives: Practices in science and technology teaching

Content: To foster an understanding of the theories, strategies, methods, and techniques related to science and technology education, and to develop examples of their application.

Objectives: The aim of this course; to prospective classroom teachers; To introduce the primary school Turkish curriculum, to introduce contemporary learning-teaching approaches, to have these approaches practiced in classroom environments. To ensure that the candidates have knowledge and skills about Turkish teaching and practices.

Content: Contemporary methods and techniques that can be used in Turkish teaching; development of reading, writing, listening, speaking and comprehension skills; diagnosing and eliminating reading difficulties; structure of reading texts; teaching poems, informative and narrative texts, intertextual reading and writing; making meaning from texts, developing vocabulary, media literacy (visual reading and presentation), reading and using technology,

Objectives: To introduce the primary mathematics education program, to introduce contemporary learning-teaching approaches, to make the applications of these approaches in classroom environments.

Content: Fractions, student difficulties in learning fractions, different meanings of fractions, fraction models, equivalence, comparison, ordering, operations with fractions, decimal fractions, operations with decimal fractions, geometry, development of geometric thinking in children, 2 and 3 dimensional geometry subjects and their teaching, measurement and measurements , development of the idea of measurement in children, size, area, volume, time measurements, weighing, money, data management, tables and graphs, measurement and evaluation in mathematics education, multiple measurement-evaluation methods and techniques, related subjects in primary school mathematics curriculum, achievements and these examples of appropriate activities.

Objectives: The Special Education and Inclusion course aims to raise awareness about the educational processes of individuals with special needs, introduce types of disabilities, and teach the fundamentals of inclusion practices. This course seeks to guide prospective teachers in creating an inclusive learning environment by equipping them with knowledge and skills for educating students with diverse needs.

Content: Basic concepts of special education; principles and historical development of special education; legal regulations on special education; diagnosis and evaluation in special education; individualization of teaching; inclusion and support special education services; participation of the family in education and cooperation with the family; characteristics of different disability and ability groups; educational approaches and teaching strategies for different groups; effective strategies and behavior management in classroom management.

Objectives: The aim of this course is to prepare prospective classroom teachers for the teaching profession by involving them in various activities at practice schools, thereby developing their skills in lesson planning, designing and implementing instructional activities, and observing and reporting on the educational and instructional activities conducted throughout the school day.

Content: Making observations about field-specific teaching methods and techniques; making individual and group micro-teaching practices using field-specific special teaching methods and techniques; field-specific activity and material development; preparing teaching environments, managing the classroom, measuring, evaluating and reflecting.

Objectives: General concepts related to the environment, the affecting factors and their effects; To make students understand the importance of environmental education and with which learning tools-methods it can be gained through alternative methods, to improve their knowledge and skills about the environment by having them make various applications.

Content: Basic ecological concepts and principles, ecosystems, food chains, food web, habitat, competition; common life and mutual living, energy flow, circulation of matter, population growth, ecological impact, erosion, soil and water resources, environmental awareness, studies on environmental awareness in the world, institutions and organizations; environmental education in primary school programs.

Objectives: The aim of this course is to develop pre-service teachers’ competencies in selecting, using, and evaluating current and innovative educational technologies in accordance with pedagogical principles to support the teaching and learning processes of subjects included in primary school curricula. In this regard, the course aims to enable pre-service teachers to integrate various digital tools and applications with learning outcomes, develop technology-enhanced learning materials and lesson plans, utilize technology in assessment and evaluation processes, and implement and evaluate their lesson plans in authentic classroom settings.

Content: Definitions of technology and educational technology; the role and importance of technology in primary school curricula; the use of current and innovative applications and software for primary school subject areas, including Turkish, mathematics, and life sciences; the development of technology-enhanced learning content; the design of learning environments; the planning of assessment and evaluation processes; the development and implementation of technological tools that support and enhance teaching and learning processes in primary education; and the challenges encountered in integrating technology into subject-specific instruction in primary schools and possible solutions.

Objectives: The aim of this course is; To make students understand the historical and intellectual foundations of the Turkish Education System; to introduce its legal foundations, purpose, structure and functioning; To help students understand school management in its theoretical and practical aspects in the context of management science and the concept of organization.

Content: No English description is available in the Information Package.

Objectives: The aim of this course is to promote an understanding of psychological counseling and guidance services in education; the philosophy, objectives, principles, and program of the developmental counseling model; teachers ` roles in classroom guidance; the competencies developed through educational, career, personal, and social guidance; collaboration with parents and stakeholders outside the school community; and the preparation and implementation of psychological counseling and guidance plans and programs in classrooms.

Content: This course covers fundamental concepts of guidance, student personnel services, principles of guidance, the development of guidance, types of psychological counseling and guidance, techniques used in psychological counseling and guidance, organization and personnel, techniques for understanding and assessing individuals, collaboration between school counselors and teachers, and the roles and responsibilities of teachers and the school community.

Objectives: The aim of this course is to prepare prospective classroom teachers for the teaching profession by involving them in various activities at practice schools, thereby developing their skills in lesson planning, designing and implementing instructional activities, and observing and reporting on the educational and instructional activities conducted throughout the school day.

Content: Making observations about field-specific special teaching methods and techniques; making micro-teaching practices using field-specific special teaching methods and techniques; the ability to independently plan a lesson; developing course-related activities and materials; preparing teaching environments; managing the classroom, measuring, evaluating and reflecting.

Objectives: Dear students, this course involves a theory-and-practice-focused exploration of the Religious Culture and Moral Knowledge subject included in the 4th-grade primary education curriculum.

Content: The primary aim of this course is to equip teacher candidates with the knowledge and skills necessary to effectively plan and implement the teaching process for Religious Culture and Moral Knowledge at the primary school level.