131 ENGLISH LANGUAGE TEACHING

GENERAL INFORMATION
Foreign Languages Teaching Department started to give undergraduate level education in the academic year of 2006-2007 registering 62 students. In the unit, the medium of instruction is English. One year of preparatory class is required for those who cannot get a passing grade in the proficiency examination held at the beginning of each academic year. The students who pass the English proficiency test are exempted from the preparatory class and start the freshman classes. In addition to the undergraduate program, our department started welcoming students to the MA TEFL program in the 2007-2008 academic year and to the PhD program in the 2019-2020 academic year.

Objective
English Language Teaching Department prepares prospective English language teachers for primary, secondary and high schools as well as universities. The aims of the programme include: a) developing students' own language skills; b) being able to understand the relations between language and culture; c) gaining professional knowledge in the basic theories, methods and principles of English language teaching; d) attaining skills to be able to teach English language in the light of current teaching techniques; and e) preparing students for post-graduate studies.


Admission Requirements
The Council of Higher Education, Student Selection and Placement Center, University Entrance Exam

Graduation Requirements
Students are required to complete all compulsory and elective courses in the curriculum successfully with no failing grades, including compulsory practical trainings, and have a minimum CGPA requirement as stated in the undergraduate program guidance of Pamukkale University.

Career Opportunties
Teacher of English at Primary, Secondary, High School, and Tertiary Levels. Translator or Interpretor at Foregin Trade, Tour Guide in Tourism

Qualification Awarded
English Language Teaching

Level of Qualification
First Cycle (Bachelor's Degree)

Recognition of Prior Learning
For students who want to transfer from higher education institutions in Turkey to Pamukkale University, the provisions of the "Regulation on the Principles of Transferring Between Associate and Undergraduate Programs, Double Major, Minor and Inter-Institutional Credit Transfer in Higher Education Institutions" are applied. Students enrolling for the first time in departments with a foreign language preparatory program take the placement and proficiency exam before the start of the academic year. Students are placed in one of the beginner, lower-intermediate or intermediate level groups according to the score they get in this exam, or those with a proficiency score are exempted from preparatory education. The score ranges of these groups are determined by the School Directorate. Exam results are announced in the relevant places and on the website of the School of Foreign Languages. Students who enrolled in departments/programs having compulsory preparatory education start their education at the beginning level when they do not take the placement and proficiency exams.

Qualification Requirements and Regulations
Students are required to complete all compulsory and elective courses in the curriculum successfully with no failing grades, including compulsory practical trainings, and have a minimum CGPA requirement as stated in the undergraduate program guidance of Pamukkale University.

Access to Further Studies
Candidates who have successfully completed their undergraduate studies can study in post-graduate programs provided that they receive valid grades from ALES and have sufficient knowledge of English.

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF DEPARTMENT Prof. Dr. TURAN PAKER+90 258 296 1029 tpaker@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Assoc. Prof. Dr. ÇAĞLA ATMACA  catmaca@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1Teacher candidates can explain and use theoretical and practical knowledge essential in English Language Teaching (ELT).
2Teacher candidates can explain and use theoretical and practical knowledge essential in educational sciences.
3Teacher candidates apply the most appropriate teaching strategies, methods , techniques and activities by taking English language teaching qualities and competences into consideration.
4Teacher candidates can use English language skills effectively.
5Teacher candidates can use Turkish language skills and grammar effectively.
6Teacher candidates can use second/foreign language skills effectively.
7Teacher candidates can design teaching settings with planning appropriate to English language teaching.
8Teacher candidates can develop suitable materials in accordance with the requirements of foreign language teaching and student needs.
9Teacher candidates can use media and communication technologies in English language teaching.
10Teacher candidates can develop an eclectic approach towards the process of English language learning and teaching.
11Teacher candidates can help their students develop effective language learning strategies.
12Teacher candidates can help their students become competent in English language skills and knowledge.
13Teacher candidates can make teaching practices by considering the students with special needs or students who need special education in English Language Teaching.
14Teacher candidates can use various testing and assesment tools and methods and reflect the results obtained in his/her practice.
15Teacher candidates can cooperate with families and the society in the development of their students' language skills.
16Teacher candidates can cooperate with the society, organisations and the institutions to make the school a cultural and learning center.
17Teacher candidates can take responsibilities individually and as a group member.
18Teacher candidates can know about different cultures and easily be adapted to them.
19Teacher candidates can continuously attend in-service training sessions for his/her professional development by directing his/her learning.
20Teacher candidates can make use of scientific research methods and techniques toward his/her professional development practices.
21Teacher candidates can act appropriately toward democracy, human rights, social, scientific and professional ethics.
22Teacher candidates can acquire the habit of respecting democracy and human rights.
23Teacher candidates can develop a critical perspective for the written and oral texts.
24Teacher candidates can explain the factors that influence learning theories and learning.
TEACHING & LEARNING METHODS
NameComments
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
PerformanceIn this method, the teacher performs activities such as experiments and demonstrations in front of the class, students try to learn by looking and watching. This method is usually applied where there are limited facilities and in dealing with dangerous experimental situations.
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Learning Stations Is a student –centered method in which the whole class contributes to each stage and with this contribution, progress further to the next level in learning than the previous group. With the station method groups of 3-5 students are made up in classes. Each group is assigned a station chief,
Meaning Analysis ChartsThe Meaning Analysis Charts is a method that allows students to participate actively in class. Students learn by working on a two-dimensional table. For example, if in one dimension there are animals and in the other dimension food is shown, students have the opportunity to learn by
Concept CaricaturesCreates opportunities to learn and discuss by caricaturizing and representing information about concepts in a thought-provoking way that can lead to debates. Generally Concepts Caricatures draw attention and create opportunities to think by giving information in a contradicting
Cooperative LearningCooperative Learning is; a kind of learning that is based on students working together for a common purpose. Children with different skills come together in heterogeneous groups and learn by helping each other. Students gain experiences such as becoming aware of the unity within the
Micro-Teaching Although this method aims to produce prospective teachers’ who have adopted the role in which they undertake and apply in the classroom, it can also be applied in different areas. It makes it possible to carry certain skills to the learning environment by using video and audio recording
Scenario-based teaching Although it is similar to the Case Study method, there is a fictional approach in the scenario. The subject can be presented by inserting it in to a fiction and can also lead the student’s to producing their own scenarios.
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
Drama Drama is a method in which students learn a skill or situation by reenacting in front of the class. As well as gaining knowledge by experience, it has important effects on the development of verbal expression and socialization. It enables us to bring up individuals who are creative, productive,
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
InterviewThis is when the teacher brings in (writers, artists, designers, writers, illustrators, etc.) because he/she is not equipped with the adequate facilities to do with certain issues or situations. It is a technique that triggers the senses of students. In some cases, students interview certain people
DebateDebate is a type of discussion on a topic in compliance with certain rules and procedures. Debate, is two groups of students in either twos or threes, putting forward points, which are for or against an idea, proposal, point, action or recommendation.  The aim is to discuss topic ideas that
Six Hat ThinkingThe Six hat thinking technique, is based on looking at a topic from different angles. Individuals learn to, develop the ability to face events from different points of view and to improve their empathizing skills. Because thoughts are looked upon from of every aspect, issues raised can be
The opposite panelIs one of the two groups just asking the question, while another assumes the role of responder. With this technique it is possible to repeat / revise issues that have already been processed. The Class is divided into two. Half is located within the group for asking questions and half for 
Group 66In This technique, six-person groups are created in the classroom focusing student's attention and attracting interest by introducing a concept or problem. It gets its Name form, the 6 minutes given to a topic to be discussed by a group of 6. Group size can vary depending on the number of
Vision Development This technique is not all the students in small groups, but all students participating in a study as a class. It is a discussion technique, used to teach students to respect others views and improve their vision, when thinking about conflicting points of view. Topics with apparent contradictions 
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

PO - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
    

PO - FOE (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
INFORMATION  02
INFORMATION  03
INFORMATION  04
INFORMATION  05
INFORMATION  06
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
SKILLS  05
SKILLS  06
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCommunication and Social Competence 06
COMPETENCIESCommunication and Social Competence 07
COMPETENCIESCommunication and Social Competence 08
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESField Specific Competencies 04
COMPETENCIESField Specific Competencies 05
COMPETENCIESField Specific Competencies 06
COMPETENCIESField Specific Competencies 07
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
COMPETENCIESLearning Competence 04
    

PO - FOE (Vocational)
No Records to Display

COURS STRUCTURE & ECTS CREDITS
Year :
1st Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
OMB 1001 IntroductIon to EducatIon 2+0 3 Compulsory
OMB 1003 EducatIonal SocIology 2+0 3 Compulsory
GKD 1003 INFORMATION TECHNOLOGIES 3+0 4 Compulsory
INO 1101 READING SKILLS 1 3+0 4 Compulsory
INO 1103 WRITING SKILLS 1 3+0 4 Compulsory
INO 1105 LISTENING PRONUNCIATION AND ORAL COMMUNICATION SKILLS 4+0 5 Compulsory
ATI 101 ATATURK´S PRINCIPLES AND HISTORY OF TURKISH REVOLUTION - I 2+0 2 Compulsory
TKD 101 TURKISH LANGUAGE - I 2+0 2 Compulsory
INO 309 SECOND FOREIGN LANGUAGE-I 2+0 3 Compulsory
  Total 30  

2nd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
OMB 1005 PhIlosophy of EducatIon 2+0 3 Compulsory
OFD 104 PSYCHOLOGY OF EDUCATION 3+0 3 Compulsory
TKD 102 TURKISH LANGUAGE - II 2+0 2 Compulsory
INO 310 SECOND FOREIGN LANGUAGE-II 2+0 3 Compulsory
INO 1102 READING SKILLS 2 3+0 4 Compulsory
INO 1104 WRITING SKILLS 2 3+0 4 Compulsory
INO 1106 LISTENING PRONUNCIATION AND ORAL COMMUNICATION SKILLS 2 4+0 5 Compulsory
INO 1108 STRUCTURE OF ENGLISH 2+0 4 Compulsory
ATI 102 ATATURK´S PRINCIPLES AND HISTORY OF TURKISH REVOLUTION - II 2+0 2 Compulsory
  Total 30  

3rd Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
OMB 3002 MORALITY AND ETHICS IN EDUCATION 2+0 3 Compulsory
INO 2101 APPROACHES AND METHODS IN ELT 1 4+0 4 Compulsory
INO 2103 ENGLISH LITERATURE 1 3+0 4 Compulsory
INO 2105 LINGUISTICS 1 2+0 3 Compulsory
INO 2107 CRITICAL READING AND WRITING 2+0 3 Compulsory
OFD 203 PRINCIPLES AND METHODS OF TEACHING 3+0 3 Compulsory
KRY 401 CAREER PLANNING 2+0 2 Compulsory
- Vocational Knowledge Elective 1 2+0 2 Elective
- General Culture Elective 1 2+0 3 Elective
- Field Education Elective 1 2+0 3 Elective
  Total 30  
3rd Semester Elective Groups : Field Education Elective 1
3rd Semester Elective Groups : General Culture Elective 1
3rd Semester Elective Groups : Vocational Knowledge Elective 1

4th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
OMB 2008 RESEARCH METHODS IN EDUCATION 2+0 3 Compulsory
INO 2102 APPROACHES AND METHODS IN ELT 2 4+0 4 Compulsory
INO 2104 ENGLISH LITERATURE 2 3+0 3 Compulsory
INO 2106 LINGUISTICS 2 2+0 3 Compulsory
INO 2108 SECOND LANGUAGE ACQUISITION 3+0 3 Compulsory
GKD 4002 COMMUNITY SERVICE APPLICATIONS 1+2 3 Compulsory
OMB 2102 INSTRUCTIONAL TECHNOLOGIES 3+0 3 Compulsory
- Vocational Knowledge Elective 2 2+0 2 Elective
- General Culture Elective 2 2+0 3 Elective
- Field Education Elective 2 2+0 3 Elective
  Total 30  
4th Semester Elective Groups : Field Education Elective 2
4th Semester Elective Groups : General Culture Elective 2
4th Semester Elective Groups : Vocational Knowledge Elective 2

5th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
OMB 3006 CLASSROOM MANAGEMENT 2+0 3 Compulsory
OFD 311 MEASUREMENT AND ASSESSMENT 3+0 3 Compulsory
INO 3101 TEACHING ENGLISH TO YOUNG LEARNERS 4+0 5 Compulsory
INO 3103 TEACHING ENGLISH LANGUAGE SKILLS 1 3+0 5 Compulsory
INO 3105 LANGUAGE AND LITERATURE TEACHING 1 3+0 4 Compulsory
CHA 1102 RIGHTS OF THE CHILD AND FAMILY EDUCATION 2+0 2 Compulsory
- Vocational Knowledge Elective 3 2+0 2 Elective
- General Culture Elective 3 2+0 3 Elective
- Field Education Elective 3 2+0 3 Elective
  Total 30  
5th Semester Elective Groups : Field Education Elective 3
5th Semester Elective Groups : General Culture Elective 3
5th Semester Elective Groups : Vocational Knowledge Elective 3

6th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
OMB 3003 TURKISH EDUCATION SYSTEM AND SCHOOL MANAGEMENT 2+0 3 Compulsory
INO 3102 TEACHING ENGLISH TO YOUNG LEARNERS II 4+0 5 Compulsory
INO 3104 TEACHING ENGLISH LANGUAGE SKILLS 2 3+0 5 Compulsory
INO 3106 LANGUAGE AND LITERATURE TEACHING 2 3+0 4 Compulsory
OMB 3112 CURRICULUM DEVELOPMENT 2+0 3 Compulsory
PSK 280 FORENSIC PSYCHOLOGY 2+0 2 Compulsory
- Vocational Knowledge Elective 4 2+0 2 Elective
- General Culture Elective 4 2+0 3 Elective
- Field Education Elective 4 2+0 3 Elective
  Total 30  
6th Semester Elective Groups : Field Education Elective 4
6th Semester Elective Groups : General Culture Elective 4
6th Semester Elective Groups : Vocational Knowledge Elective 4

7th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
OMB 4001 TEACHING PRACTICE 1 2+6 14 Compulsory
OMB 4005 SPECIAL EDUCATION AND INTEGRATION 2+0 3 Compulsory
INO 4101 ASSESSMENT AND EVALUATION IN ENGLISH LANGUAGE TEACHING 4+0 8 Compulsory
- Vocational Knowledge Elective 5 2+0 2 Elective
- Field Education Elective 5 2+0 3 Elective
  Total 30  
7th Semester Elective Groups : Field Education Elective 5
7th Semester Elective Groups : Vocational Knowledge Elective 5

8th Semester Course Plan
Course CodeCourse TitleL+P HourECTSCourse Type
OMB 4002 TEACHING PRACTICE 2 2+6 13 Compulsory
OMB 4003 GUIDANCE IN SCHOOLS 2+0 3 Compulsory
INO 4102 TRANSLATION SKILLS 3+0 5 Compulsory
INO 4104 COURSE CONTENT DEVELOPMENT IN ELT 3+0 4 Compulsory
- Vocational Knowledge Elective 6 2+0 2 Elective
- Field Education Elective 6 2+0 3 Elective
  Total 30  
8th Semester Elective Groups : Field Education Elective 6
8th Semester Elective Groups : Vocational Knowledge Elective 6


COURSE & PROGRAM LEARNING OUTCOMES
Year : Compulsory Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14PO 15PO 16PO 17PO 18PO 19PO 20PO 21PO 22PO 23PO 24
APPROACHES AND METHODS IN ELT 1C* **  *  **     * *     
APPROACHES AND METHODS IN ELT 2C* **  *  **     *       
ASSESSMENT AND EVALUATION IN ENGLISH LANGUAGE TEACHINGC****   **    ** *       
ATATURK´S PRINCIPLES AND HISTORY OF TURKISH REVOLUTION - IC    *     *    * *  * * 
ATATURK´S PRINCIPLES AND HISTORY OF TURKISH REVOLUTION - IIC          *    * *  * * 
CAREER PLANNINGC** ******      ****** **
CLASSROOM MANAGEMENTC *             ** **  **
COMMUNITY SERVICE APPLICATIONSC    *         ***       
COURSE CONTENT DEVELOPMENT IN ELTC*   * ***               
CRITICAL READING AND WRITINGC*  *       *          * 
CURRICULUM DEVELOPMENTC *                **  **
EducatIonal SocIology C *        * * ** *  ****
ENGLISH LITERATURE 1C*  *    * **   * ***    
ENGLISH LITERATURE 2C*  *    * **   * ***    
FORENSIC PSYCHOLOGYC               ** ****  
GUIDANCE IN SCHOOLSC *             ** **  **
INFORMATION TECHNOLOGIESC************************
INSTRUCTIONAL TECHNOLOGIESC *             ** **  **
IntroductIon to EducatIonC *    *          
LANGUAGE AND LITERATURE TEACHING 1C  **  * **       *    * 
LANGUAGE AND LITERATURE TEACHING 2C  **  * ** *     *    * 
LINGUISTICS 1C*  *       *            
LINGUISTICS 2C*            *        * 
LISTENING PRONUNCIATION AND ORAL COMMUNICATION SKILLSC  **       *            
LISTENING PRONUNCIATION AND ORAL COMMUNICATION SKILLS 2C  **       *            
MEASUREMENT AND ASSESSMENTC *              * *** **
MORALITY AND ETHICS IN EDUCATIONC               ** ****  
PhIlosophy of EducatIonC *       *       *    **
PRINCIPLES AND METHODS OF TEACHINGC**********    **   
PSYCHOLOGY OF EDUCATIONC**********************  
READING SKILLS 1C* **   *****     *  * * 
READING SKILLS 2C   *                    
RESEARCH METHODS IN EDUCATIONC************************
RIGHTS OF THE CHILD AND FAMILY EDUCATIONC               ** ****  
SECOND FOREIGN LANGUAGE-IC     ***** * * **** *   
SECOND FOREIGN LANGUAGE-IIC     ***** * *  *** *   
SECOND LANGUAGE ACQUISITIONC* *      *              
SPECIAL EDUCATION AND INTEGRATIONC *              * **   *
STRUCTURE OF ENGLISHC* ***   * **      *   * 
TEACHING ENGLISH LANGUAGE SKILLS 1C*  *     *            * 
TEACHING ENGLISH LANGUAGE SKILLS 2C*  *  *  * *       *  * 
TEACHING ENGLISH TO YOUNG LEARNERSC* **       *            
TEACHING ENGLISH TO YOUNG LEARNERS IIC* **       *            
TEACHING PRACTICE 1C************************
TEACHING PRACTICE 2C************************
TRANSLATION SKILLSC*  ***    **            
TURKISH EDUCATION SYSTEM AND SCHOOL MANAGEMENTC *             ** *** **
TURKISH LANGUAGE - IC    *            **   *
TURKISH LANGUAGE - IIC *             ** **  **
WRITING SKILLS 1C   *       *       *  * 
WRITING SKILLS 2C *        *          * 
Click to add elective courses...
Elective Courses
Course TitleC/EPO 01PO 02PO 03PO 04PO 05PO 06PO 07PO 08PO 09PO 10PO 11PO 12PO 13PO 14PO 15PO 16PO 17PO 18PO 19PO 20PO 21PO 22PO 23PO 24
21ST CENTURY SKILLSE               ** ***   
ACTIVE LEARNINGE *             ** ***   
ACTIVITY BASED CHILD RIGHTS EDUCATIONE *             ** ***   
ADDICTION AND STRUGGLING WITH ADDICTIONE               ** ***   
ADULT EDUCATION AND LıFELONG LEARNıNGE *             ** **  **
ANALYSIS OF CHILDREN'S DRAWINGE               ** ***   
ART AND AESTHETICSE               ** ***   
ARTIFICIAL INTELLIGENCE APPLICATIONS IN EDUCATIONE *             ** ***   
ARTIFICIAL INTELLIGENCE EDUCATİON THROUGH GAMES AND ARTE *             ** ***   
ATTENTION DEFICIT HYPERACTIVITY DISORDER E *             ** ***   
BASIC PHOTOGRAPHY INSTRUCTIONE               ** ***   
CHARACTER AND VALUE EDUCATIONE *             ** ***   
CHILD PSYCHOLOGYE *             ** ***   
COMMUNICATING TECHNOLOGY E               ** ***   
COMPARATIVE EDUCATIONE *              ******* 
CREATIVE WRITING TECHNIQUESE               ** ***   
CRITICAL AND ANALYTICAL THINKINGE *             ** ***   
CRITICAL PERSPECTIVES ON AI: ETHICS, SOCIETY, AND EU POLICIESE               ** ***   
CRITICAL VIew AT VISUAL CULTUREE               ** ***   
CULTURE AND LANGUAGEE** *** ****   **********
DIGITAL TRANSFORMATION IN EDUCATIONE *             ** *** **
DISASTERS AND DISASTER MANAGEMENTE               ** ***   
DISCOURSE ANALYSIS AND LANGUAGE TEACHINGE*     * *       ****  * 
DRAMA IN EDUCATIONE *             *  *** **
EDUCATION IN NATUREE *             ** ***   
EDUCATIONAL ANTROPOLOGYE *             ** **  **
EDUCATIONAL LAWE *             ** *** **
ENVIRONMENT AND HUMANE               ** ***   
EXTRA-CURRICULAR ACTIVITIES E *    *  *    ***** ****
HISTORY OF CIVILIZATIONE               ** ***   
HISTORY OF EDUCATIONE *             ** ***   
HISTORY OF THE MODERNIZATION OF TURKEY E               ** ***   
HISTORY OF THOUGHTE               ** ***   
HISTORY OF TURKISH ARTE               ** ***   
HISYORY AND PHILOSOPHY OF SCIENCEE               ** ***   
HUMAN RELATIONS AND COMMUNICATIONE              *****     
HUMAN RIGHTS AND DEMOCRACY EDUCATIONE               ** ****  
INCLUSIVE EDUCATIONE            *****   **  
INTELLIGENCE AND MIND GAMESE               ** ***   
INTRODUCTION TO COMPUTER PROGRAMMINGE               ** ***   
INTRODUCTION TO FILM AND VIDEO PRODUCTIONE               ** ***   
JAPANESE 1E     *    *        *  **
JAPANESE 2E     *    *        *  **
JAPANESE 3E     *    *        *  **
JAPANESE 4E     *    *        *  **
LEARNING DISABILITIESE *             ** ***   
LEXICOLOGYE* *      ***            
MEDIA LITERACYE                  *   * 
MICRO TEACHINGE *             ** ***   
MOVIE AND NOVEL ANALYSISE   * *     *     ***  * 
MUSEUM EDUCATIONE *             ** *** **
MUSIC THERAPHYE               ** ***   
NUTRITION AND HEALTHE               ** ***   
OBSERVATIVE ASTRONOMYE               ** ***   
OPEN AND DISTANCE LEARNINGE *             ** ***   
OUTDOOR LEARNING ENVIRONMENTSE **   *        **** **  
PRAGMATICS AND LANGUAGE TEACHINGE*  *         *   *    * 
PROJECT PREPARATION IN EDUCATIONE *             ** *** **
PSYCHOLINGUISTICSE* **      **           *
QR CODE APLICATIONS IN EDUCATIONE               ** ***   
RHETORIC AND EFFECTIVE SPEECHE               ** ***   
RUSSIAN 1E     *    *        *  **
RUSSIAN IIE     *    *        *  **
SCIENCE AND RESEARCH ETHICSE                   **   
SCIENTIFIC RESEARCH AND EVOLUTIONE               ** ***   
SOCIOLINGUISTICS AND LANGUAGE TEACHINGE* **             *      
SOCIO-SCIENTIFIC ISSUES AND ITS TEACHINGE *             ** ***   
SOCRATIC QUESTIONING SKILLSE *             ** ***   
SOFTWARE APPLICATIONS IN EDUCATIONE *             ** ***   
STORYTELLINGE               ** ***   
SUSTAINABLE DEVELOPMENT AND EDUCATIONE *             ** *** **
SYNTAX AND SEMANTICSE* **      **          **
TEACHING CHESS AT SCHOOLSE               ** ***   
TECHNOLOGY-ENHANCED LANGUAGE TEACHINGE*  *  ***         **    
THEORIES IN SLAE* **      **           *
TRADITIONAL TURKISH HANDCRAFT ARTSE               ** ***   
TRAFFIC EDUCATIONE               ** ***   
TURKISH AS AN ACADEMIC LANGAUGEE               ** ***   
TURKISH CULTURAL GEOGRAPHYE               ** ***   
TURKISH MUSICE               ** ***   
TURKISH SIGN LANGUAGEE************************
TURKISH WOMEN WHO MARK THE REPUBLICE               ** ***   
VOLUNTEERING ACTIVITIESE               ** ***   
WORLD ENGLISHES AND CULTUREE           *     ** * * 
L+P: Lecture and Practice
C: Compulsory
E: Elective
PO: Program Learning Outcomes
TH [5]: Too High
H [4]: High
M [3]: Medium
L [2]: Low
TL [1]: Too Low
None [0]: None
FOE [0]: Field of Education
NQF-HETR : National Qualifications Framework For Higher Education in Turkey