MBZ 452 - Teaching Practice II

The aim of this course is to enable teacher candidates to understand the teaching profession and the structure and functioning of institutions providing Arabic language instruction, as well as the management, school affairs, and regulations of these institutions. It aims to help teacher candidates acquire the necessary knowledge and skills required for the teaching profession and the field of Arabic instruction through observation and practice in educational institutions. Additionally, the course seeks to enhance their awareness of changes in the Arabic Teaching Curriculum, introduce them to its fundamental principles, general objectives, and key components, and provide them with the opportunity to transfer the theoretical knowledge acquired during their undergraduate education to practical settings while developing their teaching skills.

Observing institutions that provide Arabic education services, preparing daily lesson plans for implementation, revising them based on feedback, and applying the prepared and reviewed plans in institutions that provide Arabic education services.

1. İstanbul Zaim Üniversitesi, Okul deneyimi ve öğretmenlik uygulaması uygulama esasları

2. İstanbul Zaim Üniversitesi, Okul deneyimi ve öğretmenlik uygulaması uygulama esasları

3. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü Mevzuat (https://orgm.meb.gov.tr/www/mevzuat/icerik/608)

4. Zihinsel Yetersizliği Olan Bireyler İçin Destek Eğitim Programı (https://ookgm.meb.gov.tr/meb_iys_dosyalar/2021_07/09112805_21132431_Zihinsel.pdf)

5. Otizm Spektrum Bozukluğu Olan Bireyler İçin Destek Eğitim Programı (https://ookgm.meb.gov.tr/meb_iys_dosyalar/2021_07/09112701_21130120_Otizm.pdf)

6. Bedensel Yetersizliği Olan Bireyler İçin Destek Eğitim Programı (https://orgm.meb.gov.tr/meb_iys_dosyalar/2021_05/21130008_Bedensel.pdf)

7. Dil ve Konuşma Bozukluğu Olan Bireyler İçin Destek Eğitim Programı (https://orgm.meb.gov.tr/meb_iys_dosyalar/2021_05/21130021_Dil_ve_Konusma.pdf)

8. Görme Yetersizliği Olan Bireyler İçin Destek Eğitim Programı (https://orgm.meb.gov.tr/meb_iys_dosyalar/2021_05/21130034_Gorme.pdf)

9. İşitme Yetersizliği Olan Bireyler İçin Destek Eğitim Programı (https://orgm.meb.gov.tr/meb_iys_dosyalar/2021_05/21130053_Isitme.pdf)

10. Öğrenme Güçlüğü Olan Bireyler İçin Destek Eğitim Programı (https://orgm.meb.gov.tr/meb_iys_dosyalar/2021_05/21130110_Ogrenme_Guclugu.pdf)

1. Aykut, Ç. ve Olçay, S. (2022). Özel Gereksinimli Bireyler İçin Etkili Öğretim Yöntemleri. Ankara: Vize Akademik

2.Yılmaz, E. ve Yıldız, G. (2022). Özel Eğitimde Yasal Düzenlemeler. Ankara: Nobel Akademik

3. Alberto, P., & Troutman, A. C. (2015). Uygulamalı Davranış Analizi:(Eğitimciler İçin). Ankara: Nobel Akademik

Each week's report should be supported and interpreted with visuals.
An anecdotal record should be kept.
Students will evaluate in writing at least one of the IEPs prepared by their friends on teaching academic and non-academic skills. In the weeks when peer evaluation will take place, peer evaluation will be scored instead of report presentation.
Each week's report must be uploaded to the system (teams) on a weekly basis.
Each week's report should be uploaded to the class opened in Turnitin on time for similarity.
The student is obliged to go to internship one day a week for 12 weeks.