Work Experience

  • 2015 2015

    dr.

    Yakın Doğu Üniversitesi, Eğitim Fakültesi, eğitim Yönetimi, Denetimi, Ekonomisi ve Planlaması

  • 2011 2010

    Akademik kadro

    silahlı kuvvetler akademisi, Yüksek sevk ve idare koleji

  • 2005 2003

    Akademik Kadro

    harp akademisi, kara harp akademisi

Education & Training

  • Ph.D. 2014

    Eğitim Yönetimi, Denetimi, Ekonomisi ve Denetimi

    Yakın Doğu Üniversitesi

  • Master1996

    İşletme Yönetimi (M.B.A)

    Lefke Avrupa Üniversitesi

  • Bachelor1990

    İşletme Yönetimi

    Kara Harp Okulu

Honors, Awards and Grants

  • 2005
    yüksek onur
    image
    yüksek lisans 1'nci sınıf
  • 2006
    onur
    image
    yüksek lisans 2 sınıf

Research Projects

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E-ÜNİVERSİTE YÖNETİMİ: KKTC’DE UZAKTAN EĞİTİM UYGULAMA MODELİ

Conference Paper proceeding, Volume 2, Issue 2, 2011, Pages 1511-1518

Abstract

Günümüz dünyasında iletişim teknolojisindeki gelişimlerle üniversiteler arasında artan rekabet yüksek öğrenimde sunulan hizmetleri gözden geçirmemize yol açmıştır. Zaman ve mesafe kısıtı olmadan bilginin uzaktan aktarımı için olan talebi buna eklediğimizde karşımıza internetin faydaları temelinde e-üniversiteler oluşturulması gibi yeni bir dönem çıkmaktadır. Ekonomisinin ana güçlerinden birini üniversite sektörü olarak belirlemiş KKTC için e-üniversitenin önemi, ulaşım ve izolasyonun yüksek maliyeti dikkate alındığında çok hayatidir. Lisans ve lisansüstü eğitimde alternatif yollar sunacak olan böylesi ileri teknoloji kurumu için gerekli çağdaş yönetim şekli, proje döngüsü yönetimini bir yaklaşım ve işleve göre bölümleşmeyi ise bir kurumsal yapı olarak kullanmayı ön plana çıkarmaktadır.


Özet

Developments in communications technology together with increased competition within the universities in today’s world have led us to reconsider the services provided in the field of higher education. Adding the demand for remote and distant transfer of knowledge without any time and distance constraints brings out the new era of establishing e-universities based on inertnet benefits. The importance of e-university in TRNC, which has adopted the university sector as one of its main driving forces for economy, is very crucial in regards to existing transport and high cost isolation costs. The need of having contemporary management style for such high tech education institution that will provide alternative ways for graduate and postgraduate education points of the use of project cycle managment as an approach and customized departmentalization as an organizational structure.

Total quality and management policies in the education process

Conference Paper proceeding, Volume 1, Issue 1, 2013, Pages 957-963

Abstract

In this research, from Total Quality Management, in order to find out the convenience of sectors down to earth quality efforts, total quality management main principles context, the views of total quality management was argued. The studies about this topic have been examined with literature scan. Some findings have been reached in this research. Total Quality Management shows qualifications about organizational activities and improving efficiency. As a result of the analysis, “general quality” and “product/service quality” there are differences between the sectors. However, between “worker quality” and “customer quality” there is no reliable difference. Total Quality Management, produces the combination of classic and Neo-classic approaches. The particular efficiency values about classics and in the other hand agreeing on divisions particularly includes Neo- classic values such as, social responsibility, like people and focusing (Erkılıç, Soc. & Appl. 2007)


Özet

In this research, from Total Quality Management, in order to find out the convenience of sectors down to earth quality efforts, total quality management main principles context, the views of total quality management was argued. The studies about this topic have been examined with literature scan. Some findings have been reached in this research. Total Quality Management shows qualifications about organizational activities and improving efficiency. As a result of the analysis, “general quality” and “product/service quality” there are differences between the sectors. However, between “worker quality” and “customer quality” there is no reliable difference. Total Quality Management, produces the combination of classic and Neo-classic approaches. The particular efficiency values about classics and in the other hand agreeing on divisions particularly includes Neo- classic values such as, social responsibility, like people and focusing (Erkılıç, Soc. & Appl. 2007)

Impact of the Mass Media Tools on Students at the Hight School Level

Conference Paper Proceeding, Volume 1, Issue 1, 2014, Pages 945-956

Abstract

Aim of this research is to investigate the impact on and feedback of the students to the use of mass media tools who attend at the 10th grade secondary education within the formal education system in North Cyprus. The specific objective is to determine the role and importance of mass media tools on students at the secondary level who reside at relatively rural areas and find the opportunity to attend at standardized education system. Observations, interviews and survey methods were used in this study. Observations were made in classrooms and interviews administered with teachers. Total of 95 questionnaires were administered for the students in three different schools during the survey and results of the survey were analyzed by using SPSS 11.5 software. Results of the research reveal that the students are in relation with the mass media tools. Besides, it is observed that students use the knowledge gained from mass media tools in different fields of their lives. In general, it is seen that the mass media tools have positive impact on students, the most needed tools in schools are computer and internet, families and teachers play an important role and the most educative tool is evaluated to be the internet.


Özet

Aim of this research is to investigate the impact on and feedback of the students to the use of mass media tools who attend at the 10th grade secondary education within the formal education system in North Cyprus. The specific objective is to determine the role and importance of mass media tools on students at the secondary level who reside at relatively rural areas and find the opportunity to attend at standardized education system. Observations, interviews and survey methods were used in this study. Observations were made in classrooms and interviews administered with teachers. Total of 95 questionnaires were administered for the students in three different schools during the survey and results of the survey were analyzed by using SPSS 11.5 software. Results of the research reveal that the students are in relation with the mass media tools. Besides, it is observed that students use the knowledge gained from mass media tools in different fields of their lives. In general, it is seen that the mass media tools have positive impact on students, the most needed tools in schools are computer and internet, families and teachers play an important role and the most educative tool is evaluated to be the internet.

http://krepublishers.com/02-Journals/T-Anth/Anth-23-0-000-16-Web/Anth-23-1-2-000-16-Abst-PDF/T-ANTH-SV-23-1,2-152-16-1633-Oznacar-B/T-ANTH-SV-23-1,2-152-16-1633-Oznacar-B-Tx[20].pdf

General Publication The Impact of Mass Media Tools on Students at the High School Level, 2016

Abstract


Özet

http://www.tojned.net/journals/tojned/volumes/tojned-volume04-i01.pdf#page=86

General Publication Total Quality and Management Policies in the Education Process, 2016

Abstract


Özet

http://scholar.google.com/scholar?cluster=6294420105058232025&hl=en&oi=scholarr

General Publication Impact of Prospective Teachers’ Self Control and Knowledge Management in Compiling a Reflective Portfolio, 2016

Abstract


Özet

http://www.academia.edu/download/44192571/icqh2015_bildiri_kitabi.pdf#page=99

General Publication AUTONOMOUS LEARNING STRUCTURE INFLUENCE ON EDUCATION AND THE ROLE OF TEACHER ORIENTATION, 2016

Abstract


Özet

http://www.ijese.net/makale/204/determination-of-instructional-leadership-administrators

General Publication Determination of Instructional Leadership Administrators, 2016

Abstract


Özet

http://krepublishers.com/02-Journals/T-Anth/Anth-23-0-000-16-Web/Anth-23-1-2-000-16-Abst-PDF/T-ANTH-SV-23-1,2-001-16-1613-Dagli-G/T-ANTH-SV-23-1,2-001-16-1613-Dagli-G-Tx[1].pdf

General Publication Evaluation of Risks for School Directors in Education in Developed/Developing Countries, 2016

Abstract


Özet

http://www.tojned.net/journals/tojned/volumes/tojned-volume02-i04.pdf#page=19

General Publication Problems Faced By Information Technology Teachers in Schools at High School Level and Solutions to Such Problems, 2016

Abstract


Özet

http://www.estp.com.tr/wp-content/uploads/2015/08/2823_dagli_OnlineFirst.pdf

General Publication An Evaluation on Mainstreaming Practices of Primary Schools According to the Views of School Administrators, Teachers, and Parents, 2016

Abstract


Özet

http://ejmste.com/Makale.aspx?kimlik=2481

General Publication Determination of Consciousness and Awareness of the Public in Lefka about the Cyprus Mining Corporation (CMC), 2016

Abstract


Özet

Problems Faced By Information Technology Teachers in Schools at High School Level and Solutions to Such Problems

Original Article TOJNED, Volume *, Issue -, 2012, Pages -

Abstract

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Özet

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Problems Faced By Information Technology Teachers in Schools at High School Level and Solutions to Such Problems

Original Article TOJNED, Volume *, Issue -, 2012, Pages -

Abstract

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Özet

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Problems Faced By Information Technology Teachers in Schools at High School Level and Solutions to Such Problems

Original Article Problems Faced By Information Technology Teachers in Schools at High School Level and Solutions to Such Problems , Volume 2, Issue 2, 2012, Pages 13-20

Abstract

In the century that we live in, information has become one of the resources that are being produced, changing hands and being consumed rapidly. In the present time, in order to be able to move ahead as a society, proper education is required to be provided in our schools. In the general sense, there is a consensus that information and communication technologies are beneficial as a basic requirement of the era the education and that they should be used. The purpose of this study is to identify the problems of information technology teachers working in the schools in the TRNC, which result from institutions and individuals and to conduct studies in order to suggest alternative ways for the solution of those problems. In conclusion, it has been identified that the leading problem among all those faced by teachers with respect to the use of information technologies in the TRNC is lack of technical infrastructure.


Özet

In the century that we live in, information has become one of the resources that are being produced, changing hands and being consumed rapidly. In the present time, in order to be able to move ahead as a society, proper education is required to be provided in our schools. In the general sense, there is a consensus that information and communication technologies are beneficial as a basic requirement of the era the education and that they should be used. The purpose of this study is to identify the problems of information technology teachers working in the schools in the TRNC, which result from institutions and individuals and to conduct studies in order to suggest alternative ways for the solution of those problems. In conclusion, it has been identified that the leading problem among all those faced by teachers with respect to the use of information technologies in the TRNC is lack of technical infrastructure.

Total Quality and Management Policies in the Education Process

Original Article The Online Journal of New Horizons in Education, Volume *, Issue -, 2014, Pages -

Abstract

-


Özet

-

Total Quality and Management Policies in the Education Process

Original Article The Online Journal of New Horizons in Education , Volume 4, Issue 1, 2014, Pages 80-84

Abstract

Total Quality Management, in order to find out the convenience of sectors down to earth quality efforts, total quality management main principles context, the views of total quality management was argued. The studies about this topic have been examined with literature scan. Some findings have been reached in this research. Total Quality Management shows qualifications about organizational activities and improving efficiency. As a result of the analysis, “general quality” and “product/service quality” there are differences between the sectors. However, between “worker quality” and “customer quality” there is no reliable difference. Total Quality Management, produces the combination of classic and Neo-classic approaches. The particular efficiency values about classics and in the other hand agreeing on divisions particularly includes Neo- classic values such as, social responsibility, like people and focusing


Özet

Total Quality Management, in order to find out the convenience of sectors down to earth quality efforts, total quality management main principles context, the views of total quality management was argued. The studies about this topic have been examined with literature scan. Some findings have been reached in this research. Total Quality Management shows qualifications about organizational activities and improving efficiency. As a result of the analysis, “general quality” and “product/service quality” there are differences between the sectors. However, between “worker quality” and “customer quality” there is no reliable difference. Total Quality Management, produces the combination of classic and Neo-classic approaches. The particular efficiency values about classics and in the other hand agreeing on divisions particularly includes Neo- classic values such as, social responsibility, like people and focusing

Total Quality and Management Policies in the Education Process

Original Article The Online Journal of New Horizons in Education, Volume *, Issue -, 2014, Pages -

Abstract

-


Özet

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Comparison Of Books That Are Taught In North Cyprus And South Cyprus Schools In A Realistic Perspective

Original Article proceeding, Volume 1, Issue 5, 2014, Pages 852-855

Abstract

In the context of this research, there have been comparisons between books, particularly historical books that are being thought schools of North Cyprus and South Cyprus according to historical reality perspective. For this purpose, two different historical subjects from two different administrative bodies have been analyzed in the light of European Council’s 21st Century’s Europe recommendation principles about history education. For that, textbooks that are used in North Cyprus and South Cyprus had been scanned, literature screening is done, and interviews had been organized. As a result of the study, it is put forward that North Cyprus history textbooks were changed according to European Council’s decisions, whereas South Cyprus didn’t make any changes.


Özet

In the context of this research, there have been comparisons between books, particularly historical books that are being thought schools of North Cyprus and South Cyprus according to historical reality perspective. For this purpose, two different historical subjects from two different administrative bodies have been analyzed in the light of European Council’s 21st Century’s Europe recommendation principles about history education. For that, textbooks that are used in North Cyprus and South Cyprus had been scanned, literature screening is done, and interviews had been organized. As a result of the study, it is put forward that North Cyprus history textbooks were changed according to European Council’s decisions, whereas South Cyprus didn’t make any changes.

Investigating the Educational Leadership of Administrators

Original Article proceeding, Volume 5, Issue 3, 2014, Pages 82-92

Abstract

This is a descriptive study which aims to investigate the educational leadership of the administrators working at preschools and secondary schools from prospective teachers’ observations. The study uses general screening model. The population of the study includes 250 prospective teachers who took school experience course (went to teaching practice) and who are studying at the department providing teacher education within the Faculty of Education, Near East University. Data of the study was collected using the Educational Leadership Roles Scale developed by Şişman (2004). Mean value (X), standard deviation (SD), independent groups t-test, one-way variance analysis (ANOVA) has been used to analyse the gathered data. The findings suggested that there is no meaningful statistical difference in the educational leadership of the administrators and gender of the prospective teachers. The educational leadership of the administrators showed meaning statistical difference in relation to the departments of the prospective teachers.


Özet

This is a descriptive study which aims to investigate the educational leadership of the administrators working at preschools and secondary schools from prospective teachers’ observations. The study uses general screening model. The population of the study includes 250 prospective teachers who took school experience course (went to teaching practice) and who are studying at the department providing teacher education within the Faculty of Education, Near East University. Data of the study was collected using the Educational Leadership Roles Scale developed by Şişman (2004). Mean value (X), standard deviation (SD), independent groups t-test, one-way variance analysis (ANOVA) has been used to analyse the gathered data. The findings suggested that there is no meaningful statistical difference in the educational leadership of the administrators and gender of the prospective teachers. The educational leadership of the administrators showed meaning statistical difference in relation to the departments of the prospective teachers.

Impact of Prospective Teachers’ Self Control and Knowledge Management in Compiling a Reflective Portfolio

Original Article H. U. Journal of Education, Volume *, Issue -, 2015, Pages -

Abstract

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Özet

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Impact of Prospective Teachers’ Self Control and Knowledge Management in Compiling a Reflective Portfolio

Original Article H. U. Journal of Education, Volume *, Issue -, 2015, Pages -

Abstract

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Özet

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An Evaluation on Mainstreaming Practices of Primary Schools According to the Views of School Administrators, Teachers, and Parents

Original Article Educational Sciences: Theory & Practice, Volume *, Issue -, 2015, Pages -

Abstract

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Özet

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An Evaluation on Mainstreaming Practices of Primary Schools According to the Views of School Administrators, Teachers, and Parents

Original Article Educational Sciences: Theory & Practice, Volume *, Issue -, 2015, Pages -

Abstract

-


Özet

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Impact of Prospective Teachers’ Self Control and Knowledge Management in Compiling a Reflective Portfolio

Original Article Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) , Volume 30, Issue 3, 2015, Pages 60-72

Abstract

Within the framework of action research, connectivity theory has been suggested as a means to encourage learners to manage the process during the teaching practicum. The aim of this study was to explore the impact of self-control and knowledge management abilities of prospective teachers in compiling a reflective portfolio in teaching practice as a part of a teaching practicum course. 44 prospective teachers participated in this study. In the study, qualitative research (i.e. semi structured interviews and reflective reports) was used. Research findings show that the prospective teachers require both self-control and the ability to manage knowledge in compiling a reflective portfolio. Self-control and self-learning through dialogue and negotiation with peers and course tutors enhance the prospective teachers’ reflection, ability in intellectual flexibility and skills in knowledge management. In addition to this, the research findings highlight how connectivity theory can be implemented in course instruction and enhance the professional experience through reflective portfolio


Özet

Bu çalışmada eylem çalışmasına bağlı, bağlantı teorisinin öğretim sürecinde uygulanması ele alınmıştır. Araştırmaya 44 aday öğretmen katılmıştır. Çalışmada nitel araştırma çerçevesinde yarı yapılandırılmış mülakat ve yansıtıcı raporlar veri toplama süreci olarak kullanılmıştır. Araştırma bulguları, öğretmen adayının yansıtıcı ürün dosyası geliştirmesinde öz denetim ve bilgi yönetimi becerisine sahip olması gerektiğini ve yansıtıcı ürün dosyası kullanımının bu becerilere katkı sağladığını göstermektedir. Öğretmen adaylarının sahip olduğu öz denetim ve arkadaşları ile kurmuş olduğu diyalog, müzakere kullanarak bilgiyi yönetmede etkili olduğunu ortaya koymuştur. Öz denetim ve öz disiplin ile öğretmen adaylarının arkadaşlarıyla ve öğretmen ile arasında kurduğu diyalog ve münazara aynı zamanda yansıtıcı ve esnek düşünme becerisine de katkı sağlamıştır. Buna ek olarak, araştırma bulguları bağlantı teorisinin yansıtıcı ürün dosyası kullanarak ders tasarımında uygulanabileceğini ve mesleki beceriye katkısı olacağını vurgulamıştır.

An Evaluation on Mainstreaming Practices of Primary Schools According to the Views of School Administrators, Teachers, and Parents

Original Article EDAM, Educational Sciences: Theory & Practice, Volume 15, Issue 5, 2015, Pages 1317-1332

Abstract

Individuals are born with various skills and needs. They enter into a life-long process of meeting these needs and developing the correct usage and appropriateness of these skills. The process of making intentional changes in one’s life through behavior is called education. No one can be deprived of their right to education. Education is every individual’s constitutional right and it is compulsory. This is stated in the 59th amendment of the Northern Cyprus Constitution as follows: “Every child regardless of gender must receive education until the age of fifteen and they have the right to free education until the age of eighteen.” This study investigates through comparison the views of administrators, teachers, and parents on the application of mainstreaming in primary schools. This research uses the qualitative research method. In order to consult the opinions of the participants on mainstreaming applications, a semi-structured interview form was prepared. The data collected from the research was analyzed using the content analysis method. The data from the content analysis was analyzed in four stages. These stages are coding the data, finding the themes, arranging the data according to the codes and themes, and interpreting the data. For the study group, 10 administrators, 14 teachers, and 12 parents were included in the research. This study found that the requirements for mainstreaming are not sufficient nor did is there enough information, that normal class teachers are insufficient in their knowledge, that families cannot accept their child’s situation, that there is little participation in class, that classes are disorderly, and that there is also a problem with “normal” children in their approach to children with special needs. As a result of the study, the majority of participants agreed that special education teachers should either work on their own or in collaboration with class teachers during the preparation stage of mainstreaming. Almost a quarter of the participants stated that preparations for mainstreaming are done by the class teacher. More than 75% of the participants stated that support services are provided for mainstreaming applications, while less than 75% of them said partial support is provided.


Özet

Individuals are born with various skills and needs. They enter into a life-long process of meeting these needs and developing the correct usage and appropriateness of these skills. The process of making intentional changes in one’s life through behavior is called education. No one can be deprived of their right to education. Education is every individual’s constitutional right and it is compulsory. This is stated in the 59th amendment of the Northern Cyprus Constitution as follows: “Every child regardless of gender must receive education until the age of fifteen and they have the right to free education until the age of eighteen.” This study investigates through comparison the views of administrators, teachers, and parents on the application of mainstreaming in primary schools. This research uses the qualitative research method. In order to consult the opinions of the participants on mainstreaming applications, a semi-structured interview form was prepared. The data collected from the research was analyzed using the content analysis method. The data from the content analysis was analyzed in four stages. These stages are coding the data, finding the themes, arranging the data according to the codes and themes, and interpreting the data. For the study group, 10 administrators, 14 teachers, and 12 parents were included in the research. This study found that the requirements for mainstreaming are not sufficient nor did is there enough information, that normal class teachers are insufficient in their knowledge, that families cannot accept their child’s situation, that there is little participation in class, that classes are disorderly, and that there is also a problem with “normal” children in their approach to children with special needs. As a result of the study, the majority of participants agreed that special education teachers should either work on their own or in collaboration with class teachers during the preparation stage of mainstreaming. Almost a quarter of the participants stated that preparations for mainstreaming are done by the class teacher. More than 75% of the participants stated that support services are provided for mainstreaming applications, while less than 75% of them said partial support is provided.

Currrent Teaching

  • 2018 GÜZ

    TRAINING STRATEGIES AND TECHNIQUES

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  • 2018 GÜZ

    SEMINAR

    ..

Teaching History

  • 2015 GÜZ

    PRINCIPLES AND METHODS OF INSTRUCTION

  • 2016 BAHAR

    EDUCATIONAL STATISTICS

    -

  • 2017 GÜZ

    INTRODUCTION TO EDUCATION

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2015 GÜZ

    EDUCATIONAL SCIENCE

  • 2017 BAHAR

    EDUCATIONAL STATISTICS

    -

  • 2016 BAHAR

    INTRODUCTION TO EDUCATION

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2016 BAHAR

    EDUCATIONAL STATISTICS

    -

  • 2016 GÜZ

    INTRODUCTION TO EDUCATION

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2016 GÜZ

    INTRODUCTION TO EDUCATION

    1. Eğitimin temel kavramlarını açıklar, yaşam boyu öğrenme anlayışının gelişimini kavrar, öğrenme sürecini kavrar, eğitim ve öğrenme sürecinin nedenlerini kavrar. 2. Eğitimin amaçlarını öğrenir, okulun amaç ve işlevlerini kavrar, eğitimin işlevlerini hukuksal kuramlara göre açıklar,daha etkili eğitim için gereklilikleri analiz etmeyi kavrar. 3. Geçmişten bugüne eğitim tarihindeki gelişmeleri öğrenir, günümüz ve geçmiş arasındaki ilişkiyi açıklar, eğitimin tarihindeki temelleri kavrar, Türk tarihinde eğitim anlayışındaki değişmeleri ana hatlarıyla açıklar. 4. Felsefenin çalışma alanlarını kavrar, bazı felsefi akımların eğitime olan etksini kavrar, eğitim akımlarının eğitime ilişkin değişik teorilerini kavrar, eğitim akımlarını açıklar. 5. Eğitim psikolojisini açıklar ve kavrar, eğitim ile psikoloji arasındaki işbirliğini öğrenir, gelişimle ilgili temel kavramları ve ilkelerini kavrar, öğrenme ile ilgili ilke ve kavramları öğrenir. 6. Eğitimin öteki toplumlarla ilişkisini öğrenir, fertlerin toplum içerisinde toplumsallaşmasına etki eden kriterleri kavrar, toplumun nüfus özelliklerinin eğitim üzerindeki etkilerini öğrenir, eğitimin toplumsal değişime olan katkısını açıklar. 7. Eğitim ve ekonomi ilişkisini kavrar, eğitim ve kalkınmanın birbirine olan etkisini öğrenir, eğitimin sosyal ve ekonomik yararlarını açıklar, ekonomik büyümenin eğitimle olan ilişkisini açıklar. 8. Eğitim bilimlerinde araştırma yöntemlerini genel olarak kavrar, bilimin ve bilimsel bilginin anlamlarını açıklar, bilimsel araştırma raporlarını kavrar, bilimde farklı bakış açılarını öğrenir. 9. Öğretmenliğin tanımı ve öğretmenlerde bulunması gereken bazı özellikleri öğrenir, öğretmenlerin mesleğinin temel özelliklerini kavrar, öğretmenlik mesleğinin birey ve toplum üzerinde olumlu ve olumsuz etkilerini açıklar, öğretmenlik mesleğinin yasal dayanaklarını açıklar. 10. Eğitim bilimlerinde yeni yaklaşımları öğrenir, yeni öğretim yaklaşımlarının farkına varır, öğrenme psikolojisini açıklar, bir bireyin öğrenme stilinin boyutlarını açıklar.

  • 2015 GÜZ

    INTRODUCTION TO EDUCATIONAL SCIENCE

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2017 GÜZ

    EDUCATIONAL STATISTICS

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  • 2015 YAZ

    PSYCHOLOGY OF EDUCATION

  • 2017 GÜZ

    SEMINAR

    -

  • 2017 GÜZ

    SEMINAR

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  • 2015 GÜZ

    INTRODUCTION TO EDUCATION

  • 2015 BAHAR

    EDUCATIONAL PSYCHOLOGY

    -

  • 2017 BAHAR

    EDUCATION MANAGEMENT

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  • 2015 BAHAR

    THESIS

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  • 2017 BAHAR

    INTERPERSONAL RELATIONS

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  • 2016 BAHAR

    TURKISH EDUCATIONAL SYSTEM

    Türk Eğitim Sistemi ve Okul Yönetimi dersi kapsamında; Türk eğitim sisteminin amaçları ve temel ilkeleri, eğitim sisteminin yasal dayanakları, Türk eğitim sisteminin yapısı, yönetim kuramları ve süreçleri, okulun örgüt özellikleri, eğitim programının, öğrenci işlerinin, işgören işlerinin yönetimi gibi konuların incelenerek öğretmen adaylarının Türk Eğitim Sistemini anlamaları ve etkili bir okul yönetiminin temel bilgisine sahip olmaları hedeflenmektedir.

  • 2015 GÜZ

    INTRODUCTION TO EDUCATION

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2017 GÜZ

    INTRODUCTION TO EDUCATIONAL SCIENCES

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2016 YAZ

    INTRODUCTION TO EDUCATIONAL SCIENCES

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2017 BAHAR

    EDUCATIONAL PSYCHOLOGY

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  • 2016 GÜZ

    INTRODUCTION TO EDUCATION

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2015 BAHAR

    SEMINAR

  • 2016 GÜZ

    INTRODUCTION TO EDUCATION SCIENCE

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2016 GÜZ

    INTRODUCTION TO EDUCATIONAL SCIENCE

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2017 GÜZ

    EDUCATIONAL STATISTICS

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  • 2016 BAHAR

    EDUCATIONAL PSYCHOLOGY

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  • 2015 YAZ

    EDUCATIONAL PSYCHOLOGY

  • 2015 BAHAR

    Education psychology

    Psikoloji ve alt dalları, Eğitim Psikolojisi, Gelişimle ilgili kavramlar, ilkeler ve gelişimi etkileyen faktörler, Fiziksel gelişim, Bilişsel gelişimle ilgili temel kavramlar. Piaget ve bilişsel gelişim kuramı, Dil ve ahlak gelişimi, Kişilik gelişimi ve kişilik gelişimini etkleyen faktörler. Kişilik gelişimini açıklayan kuramlar ,Öğrenmenin temelleri ve klasik koşullanma kuramı ,Edimsel koşullanma kuramı ve sosyal öğrenme kuramı ,Bilgi işleme kuramı ,Yapılandırmacı kuram ,Beyin temelli öğrenme kuramı ,Güdülenme ve öğretim

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