Dear teacher candidates, it is aimed to raise individuals who will ensure the continuity of societies with educational activities. For this purpose, teachers are expected to achieve their educational and instructional goals at the highest possible level. At this stage, let's consider a class. For example, a classroom with 30 students. In fact, when we say 30 students, we are talking about 30 different worlds that come from 30 different social environments and families with 30 different socio-economic levels, 30 different cultures, 30 different mental development levels, 30 different communication skills. The duty of the teacher is to be the sun on these worlds; enlightening the classroom full of differences with the light of education and training, and managing the class like a conductor. Well, in a classroom where there are so many differences, how and with what abilities can the teacher do what is expected of him alone, simply? In this book, answers were sought for these and many similar questions, it was aimed to make in-depth analysis with case studies, and the level of learning was tried to be determined at the end of each chapter with end-of-chapter evaluation questions.
LANGUAGE AND LITERATURE TEACHING-1
Literature is actually the essence of all sciences; for this reason, it plays an important role in the advancement of social sciences and the emergence of creative and flexible thinking. Literature and education; considering the communication process between human and society, they are two complementary and interrelated areas. "Decency", which is the origin of the word literature(in Turkish), actually means manners and education. The purpose of writing literary works is to some extent to educate. It should not be forgotten that the subject of both education and literature is human. Human struggle to survive and its relationship with its environment, feelings, dreams, and aims to form the right behavior are common subjects of education and literature. The book "Language and Literature Teaching-1 (Special Teaching Methods)" appears as original in its field. This book is a resource not only for prospective teachers but also for academicians doing research in the field.
Etimoloji veya Türkçesi ile kökenbilim, dilbilimin en zevkli, bir o kadar da en riskli konularından
biridir. Kelimelerin, hangi evreleri geçirdikleri; anlam ve şekil olarak nasıl değişimlere uğradıkları; bu
değişim ve gelişim sürecinde hangi dil duraklarında ne kadar bekleyip, Hangi hızla geçtikleri, insanın
havsalasına sığmayacak çarpıcı örneklerle doludur
MOTIVATIONAL DESIGN FOR LEARNING AND PERFORMANCE
The goal of this book is to present a systematic approach that is - by its very nature - holistic in terms of various aspects of student motivation. The book aims to be "self-sufficient" in terms of providing motivational concepts and theories to support the motivational design process and a comprehensive explanation of this process. Another goal of the book is to help the readers understand the concept of motivation in a wider context. Any reflection or research on "why" questions includes motivational questions about why people do what they do, and the answers to these questions are not limited to a particular area of people questioning. Academics, philosophers, poets, writers, and others have contributed a lot to understanding these questions. Science turns to demonstrable principles; however, other sources of information can provide valuable contributions to insight, understanding and empathy. Clinicians / practitioners interpret human behavior in the context of their values and experiences. After long experience, I have found that in order to understand the richness of psychological concepts, it is useful to see how they are pronounced by people of different periods, with different perspectives. Thus, there is a small amount of such cultural and intellectual accumulation in the sections where basic psychological concepts are defined; but the main focus is on validated psychological structures that are the most appropriate way to create motivating learning environments and motivated learners.
TEACHING METHODS AND PRINCIPLES
TURKISH LANGUAGE WITH QUESTIONS
The Turkish Language book with questions aims to be useful for undergraduate, graduate and doctoral students and researchers who will work in this field, based on the concept of Turkish language, and has tried to convey the controversial issues in the field with the opinions of the scientists who write on those topics. While doing these, the reference sources for the related questions are given in the book as a reference. No comments or discussions were made regarding the answers to the questions in the book. Moreover, the book does not aim to solve any problem in terms of content. The book only aims to meet the needs of those working in the field of Turcology through a book. The content of our book Turkish Language with Questions; Kokturk, Uygur, Karahan Turkish, Harezm Turkish, Kipchak Turkish and Chagatai Turkish, Old Anatolian Turkish, Ottoman era Turkish, Turkey Turkish Phonetics, Morphology, Syntax, Semantic Information, Lexicology, Teaching Turkish as a Foreign Language, Turkey Turkish Dialects and the concept of language.