Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
7EEC401Teaching Practice 12+6+051201.11.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Pre-School Teaching
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course Öğretmen adaylarının öğretmenleri:
A1. Okul öncesi eğitim rejiminin yönetildiğini, kişisel öğrenme ortamını ve sistemleri sistematik gözlem ve kayıt araçlarıyla tanımasını,
A2. MEB (2026) programlarını kullanarak rehber öğretmenlerin aylık eğitim planına dayalı günlük plan, etkinlik ve malzeme hazırlama becerisi kazanmasını,
A3. Planladığı faaliyetleri rehber öğretmen gözetiminde faaliyetlerinde artan sorumlulukla kullanımı ve sınıfı çocuk merkezli bir anlayışla yönetimini,
A4. kayıt çocuk, program ve öğretmen boyutlarında değerlendirerek, bir gözleyerek, genel olarak gelişmeleri ve çocuk hakları ile mesleki etiğe uygun davranışını
Genel olarak.
Course Content Bu ders, Yükseköğretim Kurulunun Okul Öncesi Öğretmenliği Lisans Programındaki (YÖK, 2018) “Öğretmenlik Uygulaması 1” dersinin tanımı alana özgü öğretim yöntemleri ve teknikleriyle ilgili gözlemlerin yapımı; bireysel ve grupla öğretim uygulamalarının yürütülmesi; alana özgü etkinlik ve materyal geliştirmeyi; Öğretim ortamını hazırlamayı, sınıfını yönetmeyi, ölçmeyi, değerlendirmeyi ve yansıtma yapmayı ele alır. Ders haftada 2 saat fakültede teorik ders ve 6 saat Millî Bakanlığına bağlı bir okul öncesi eğitim programında uygulama olarak yürütülür; Uygulama 12 hafta sürer.
İlk iki uygulama haftası gözleme ayrılmıştır. 3.–12. uygulama haftalarında öğretmen adayının hafta rehberi öğretmeninin aylık eğitim planına dayalı bir günlük plan hazırlar, öğretim elemanının incelemesinden ve rehber öğretmenin onayından sonra uygulamaları ve uygulamayı değerlendirme (planlama–uygulama–değerlendirme çözümü). Sorumluluk olarak artar: tek bir etkinlikle başlar, dönemin son üç haftasında günlük planın tamamı uygulanır. Planlama ve değerlendirmenin çerçeveleri Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı’dır (MEB, 2026): alanı öğrenmek, öğrenmenin ortaya çıkışları ve süreç bileşenleri; ücretler; sosyal-duygusal öğrenmeyi öğrenir, Erdem: Değer-Eylem Çerçevesi ve okuryazarlık bölümünden oluşan programlar arası programlar; farklılaştırma; günlük plan (Ek-6) ile çocuğu tanıma ve değerlendirme. Teorik dersler, uygulama okulundaki deneyimlerin plan sunumu, akran dönüşü ve yansıtma yoluyla çözümlendiği bir seminer olarak işler.
Course Methods and Techniques Ders öğretme-öğrenme sürecinin gözlemlenmesi, uygulamalı öğretim, gösterim kaydı, deneyimsel öğrenme, bireysel uygulama, soru-cevap, tartışma, örnek olay, akran değerlendirme ve geri bildirim yöntem ve tekniklerinden yararlanılır. uygulama okulunda öğretmen adayları ilk haftalarda sınıf ortamını, çocukların, günlük eğitimlerin ve öğretmenlerin–çocukların etkileşimlerini gözlemleme yoluyla inceler yoluyla; sonraki haftalarda rehber öğretmenlerin aylık eğitim planına dayalı olarak günlük plan ve materyal hazırlar ve tek etkinlikten günlük planın tamamı doğru olarak artan sorumlulukla öğretim uygulamaları sunmaktadır. Her yazdırıldıktan sonra çocuk, program ve öğretmen boyutlarının değerlendirilmesi ve yansıtılması yapılır. Fakültede sağlanan teorik yöntemlerde ise uygulama deneyimlerinde plan incelemesi, uygulama örneklerinin tartışılması, akran dönüşümü, öğretim elemanının geribildirimi ve değerlendirilmesi yoluyla ele alınır; Elde edilen dönüşümün sonraki planlama ve uygulamanın aktarılması sağlanır.
Prerequisites and co-requisities None
Course Coordinator Asist Prof.Dr. Mihriban ÖZCAN https://profil.hku.edu.tr/akademik/mihriban-ozcan/ mihriban.ozcan@hku.edu.tr
Name of Lecturers Asist Prof.Dr. MİHRİBAN ÖZCAN
Assistants None
Work Placement(s) Yes

Recommended or Required Reading
Resources MEB (2013). MEB Preschool Education Program. Ankara: Ministry of National Education Publications.
MEB (2013). MEB Preschool Activity Book. Ankara: Ministry of National Education Publications.
MEB (2013). MEB Family Support Education Guide Integrated with Preschool Education Program. Ankara: Ministry of National Education Publications.
Köksal Akyol, A. (2016). Preschool Education Programs. Ankara: Hedef Publishing.
Güneş et al. (2006). School Experience. Ankara: Anı Publishing.
Commission, Preschool Music Activities Application Examples. Ankara: Kök Publishing.
Emektar Akman, Y. 2018. Activity Plan Examples and Teacher Guide in Preschool Education. Ankara: Vize Publishing.
Kandır, A. 2011. Program in Preschool Education (2) Annual and Daily Plan Examples. Istanbul: Morpa Publishing.
Alcı, B. (Ed). 2019. Teacher's Handbook of Activity Preparation and Implementation for Preschool. Istanbul: Efe Academy Publications.
Millî Eğitim Bakanlığı. (2026). Türkiye Yüzyılı Maarif Modeli okul öncesi eğitim programıdır. Millî Eğitim Bakanlığı.
Course Notes No.
Documents Millî Eğitim Bakanlığı. (2026). Türkiye Yüzyılı Maarif Modeli okul öncesi eğitim programı. Millî Eğitim Bakanlığı.

Course Category
Social Sciences %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Practice 1 % 100
Total
1
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 2 28
Hours for off-the-c.r.stud 14 3 42
Assignments 12 6 72
Practice 12 6 72
Project 1 146 146
Total Work Load   Number of ECTS Credits 12 360

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Knows the developmental characteristics of early childhood children (cognitive, language, etc.). Observes and records the behaviors and skills of early childhood children in the education process according to their developmental areas.
2 Implements activities appropriate to the aims of early childhood care and education and the development of children.
3 Realizes the necessary physical and educational arrangements for the implementation of activities.
4 Applies activities appropriate to the aims of early childhood care and education and the development of children.
5 Evaluates the activities, the implementation process of the activities and teaching skills.
6 Evaluates their experiences in practice with a report.
7 Prepares self-evaluation reports.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction to the course content, expectations about the course. Course Syllabus
2 Preparation, implementation, evaluation and observation of monthly plan, daily education flow and activity plans. What are the basic principles of the monthly plan, how is it prepared? What are the planning principles of daily education flow? How is the activity plan prepared and what should be considered while preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? MEB 2013 Program Book Commission, Preschool Music Activities Application Examples. Ankara: Kök Publishing. Öztürk, A. 2005. Mother Language Activities in Preschool Education Institutions. Ankara: Pegem Publishing. Emektar Akman, Y. 2018. Activity Plan Examples and Teacher Guide in Preschool Education. Ankara: Vize Publishing.
3 Preparation and observation of monthly plan, daily flow and activity plans What are the basic principles of the monthly plan and how is it prepared? What are the planning principles of the daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Kandır, A. 2011. Program in Preschool Education (2) Annual and Daily Plan Examples. Istanbul: Morpa Publishing.
4 Preparation of daily flow and activities, implementation in designated institutions. What are the planning principles of the daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Kandır, A. 2011. Program in Preschool Education (2) Annual and Daily Plan Examples. Istanbul: Morpa Publishing.
5 Preparation, implementation and evaluation of daily flow and activities. What are the planning principles of the daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Kandır, A. 2011. Program in Preschool Education (2) Annual and Daily Plan Examples. Istanbul: Morpa Publishing.
6 Preparation, implementation and evaluation of daily flow and activities. What are the planning principles of the daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Alcı, B. (Ed). 2019. Activity Preparation and Implementation Teacher's Handbook for Preschool. Istanbul: Efe Academy Publications.
7 Preparation, implementation and evaluation of daily flow and activities. What are the planning principles of the daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Alcı, B. (Ed). 2019. Activity Preparation and Implementation Teacher's Handbook for Preschool. Istanbul: Efe Academy Publications.
8 Mdterm Exams
9 Preparation, implementation and evaluation of daily flow and activities. What are the planning principles of daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Emektar Akman, Y. 2018. Activity Plan Examples and Teacher Guide in Preschool Education. Ankara: Vize Publishing.
10 Preparation, implementation and evaluation of daily flow and activities. What are the planning principles of daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Emektar Akman, Y. 2018. Activity Plan Examples and Teacher Guide in Preschool Education. Ankara: Vize Publishing.
11 Preparation, implementation and evaluation of daily flow and activities. What are the planning principles of daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Emektar Akman, Y. 2018. Activity Plan Examples and Teacher Guide in Preschool Education. Ankara: Vize Publishing.
12 Preparation, implementation and evaluation of daily flow and activities. What are the planning principles of the daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Köksal Akyol, A. (2016). Preschool Education Programs. Ankara: Hedef Publishing.
13 Preparation, implementation and evaluation of daily flow and activities. What are the planning principles of the daily education flow? How is the activity plan prepared and what should be considered when preparing it? What should be considered in daily education practices? What are the principles of evaluation of daily activities and how is it done? Köksal Akyol, A. (2016). Preschool Education Programs. Ankara: Hedef Publishing.
14 Günlük beslenme ve hazırlamanın hazırlanması, uygulanması, değerlendirilmesi.
15 Final Exam

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14
All 3 2 1 3 1 3 2 3 2 2 2 1 2 1
C1 2 3 3 1 1 2 2 3 2 3 3 3 2 1
C2 3 3 2 3 3 2 3 2 2 3 1 2 3 3
C3 3 2 1 3 1 1 3 1 2 2 1 1 2 2
C4 3 3 3 3 3 1 3 1 2 3 1 1 1 3
C5 3 3 3 3 3 1 2 2 3 2 1 1 1 3
C6 3 1 2 2 2 1 3 3 2 2 2 2 2
C7 2 3 3 1 3 2 3 2 3 2 3 2 2 3

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant