Program Objectives

The program objectives have been determined in alignment with the TYYÇ Level 6 qualifications, the MEB General Competencies for the Teaching Profession, the current MEB curricula, the SDÜ Strategic Plan, and the YÖK Primary Teacher Education framework:

Subject Matter Knowledge and Pedagogical Formation in Primary Education
To train teachers who possess subject matter knowledge and pedagogical content knowledge appropriate to TYYÇ Level 6 for all primary school subjects (Turkish, mathematics, science, social studies, life studies, religious culture and ethics, foreign language, arts, play, and physical activities); within this scope, to ensure that at least 80% of graduates demonstrate success in examinations measuring their subject matter and subject-specific pedagogical competencies in the relevant courses.
Student-Centered and Skill-Based Instruction
To develop the competencies of prospective teachers in preparing and implementing student-centered, active, and skill-based lesson plans that support the conceptual, socio-emotional, and physical skills defined in the current MEB curricula.
Evidence-Based Problem Solving and Research Skills
To train teachers who can analyze problems encountered in educational settings, generate evidence-based solutions using quantitative and qualitative data, and think critically.
Teaching Initial Literacy and Basic Skills
To train teachers who are able to use constructivist, individually responsive, and scientifically evidence-based methods in teaching initial literacy as well as basic language, mathematics, and life skills.
Competence in Measurement and Evaluation
To train teachers who can conduct measurement and evaluation processes with a process-oriented, valid, reliable, and learning-enhancing approach.
Digital Pedagogical Competence and Effective Use of Technology
To train teachers who can use instructional technologies, digital learning environments, and artificial intelligence-supported tools effectively, safely, and ethically for pedagogical purposes.
Inclusive Classroom Management and Holistic Development
To train teachers who can create a positive and inclusive classroom climate; who can holistically support students’ cognitive, affective, social, and physical development by integrating play, drama, arts, and physical activities into the teaching process.
Collaboration, School–Family–Community Relations, and Social Contribution
To train teachers who can establish effective communication and collaboration with school, family, and community stakeholders, and who possess a well-developed sense of social responsibility and sustainability.
Professional Ethics, Values, and Lifelong Learning
To train teachers who have internalized national, spiritual, and universal values; who act in accordance with the MEB General Competencies for the Teaching Profession and professional ethics; and who have adopted learning to learn and lifelong learning as guiding principles.
Effective Use of Turkish and Professional Communication
To train teachers who can use Turkish accurately and effectively in written, oral, and digital environments; and who adopt a clear, comprehensible, and respectful language in classroom, professional, and academic communication.