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Ders Notları

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Öğretim Üyesi (Üyeleri): Dr. Öğr. Üyesi Dilek Büyükahıska Dr. Öğr. Üyesi Deren Başak Akman Yeşilel Prof. Dr. Nalan Kızıltan *

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  • Bologna verilerinin girilmesi;
    ubys.omu.edu.tr adresinden,
    ÜBYS' de Öğretim Elemanları yetkisi seçilmeli... Öğretim elemanı danışmanlık işlemlerinden yapabilirsiniz...
Yıl: 2025, Dönem: Güz
İNE703, Yabancı Dil Öğretmen Eğitiminde Temel Konular (mufredatId:6559, dersId: 59032, programId: 5380)
Ders Kitabı / Malzemesi / Önerilen Kaynaklar

• Kumaravadivelu, B. (2012). Language Teacher Education for a Global Society. • Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. • Poehner, M. E. (2008). Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development. • Johnson, K. E. (2009). Second Language Teacher Education: A Sociocultural Perspective. • Norton, B. (2013). Identity and Language Learning: Extending the Conversation. • Öğretim üyesince seçilecek güncel araştırma makaleleri

Dersin İçeriği

• Yabancı dil öğretmen eğitiminde temel paradigmalar • Kültüre duyarlı öğretmenlik (Culturally Responsive Teaching) ve çokkültürlü eğitim • Okuryazarlık temelli dil öğretimi ve öğretmen eğitimine yansımaları • Dinamik ölçme (Dynamic Assessment) ve sosyokültürel kurama dayalı değerlendirme yaklaşımları • Öğretmen eğitiminde postmodern, postkolonyal, post-transmisyon ve post-method perspektifleri • Öğrenme-öğretme süreçlerinde eleştirel pedagoji yaklaşımları • Öğretmen kimliği, özerklik ve ajans • Öğretmen eğitimi politikaları ve küresel eğilimler • Güncel araştırmaların analizi ve doktora düzeyinde akademik tartışmalar

Dersin Amacı

Bu dersin amacı, doktora öğrencilerinin yabancı dil öğretmen eğitimi alanındaki temel kuramsal tartışmaları, çağdaş yaklaşımları ve kritik paradigmaları derinlemesine incelemelerini sağlamaktır. Ders; kültüre duyarlı öğretmenlik, okuryazarlık temelli dil öğretimi, dinamik ölçme ve alternatif değerlendirme, postmodern ve post-method perspektifler gibi ileri düzey konuları pedagojik, kuramsal ve araştırma bağlamlarıyla ele alır. Öğrencilerin alan yazını yorumlayabilme, eleştirel analiz yapabilme ve öğretmen eğitimi politikalarını çeşitli yönleriyle değerlendirme becerilerini geliştirmeleri hedeflenmektedir.

Haftalık Ders İçeriği

Hafta Teorik Uygulama Laboratuar Ders Notları
1 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
2 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
3 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
4 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
5 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
6 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
7 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
8 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
9 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
10 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
11 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
12 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
13 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
14 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.
15 The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles. The aim of this course is to introduce doctoral students to major theoretical debates, contemporary approaches, and critical perspectives in foreign language teacher education. The course focuses on culturally responsive teaching, literacy-based language instruction, dynamic assessment, and postmodern/postcolonial/post-transmission/post-method perspectives. Students are expected to engage in scholarly critique, analyze current research, and evaluate teacher education policies from multiple angles.