Untitled - Graduate School of Education

1
The Program
The two-year program in teacher education at Bilkent University Graduate School of Education awards a
Masters degree in Curriculum and Instruction, together with a Teaching Certificate which qualifies
graduates to teach in Turkish high schools.
The courses to be followed include the formation courses laid down by the Higher Education Council
(YÖK) for qualified teacher status, further courses in education, and a thesis. Currently, the Graduate
School of Education accepts students in four subject areas: Turkish language and literature, English,
biology and mathematics.
The teacher education courses of the program cover the required educational knowledge and skills.
Subject-area and liberal arts courses broaden and extend students’ understanding of their subject area and
educational philosophy. Strong emphasis is given to international dimensions, including the International
Baccalaureate and IGCSE curricula.
The program was awarded International Baccalaureate (IB) Recognition in 2010. This means that, on
successful completion of the program, graduates are eligible for the IB Teacher Award Level 1.
A major feature of the program is students’ experience in schools. Each semester students have an
internship in leading high schools in Ankara, İstanbul and İzmir, observing classes and teaching. In
addition, they have an internship in England.
Work in schools is structured so that, under the supervision of their tutor and mentor, students progress
from observation to short teaching activities, to taking responsibility for whole lessons. In the first two
semesters, the internship occupies one day a week, plus two weeks in İstanbul or İzmir. Teaching
practice in the third semester is a block internship in Ankara of six weeks at one of the partner schools of
the Graduate School of Education.
The UK internship is a block period of up to five weeks at the University of Cambridge Faculty of
Education, and schools in Cambridge or nearby. Here, student-teachers gain experience of a different
system of education and teacher training, and a wider view of teaching, classroom interactions, the
community, and England.
2
Entry Requirements
Applicants must:

possess an undergraduate degree in a relevant subject area, with a minimum GPA of 2.5, preferably
over 3.0. Applicants who have had work or other life experience are considered favourably because
of the further skills they bring to teaching,

have proficiency in English, as measured by an accepted English examination such as TOEFL,

have a minimum score of 60 in the ALES examination.
Applicants are evaluated on their scholastic record, proficiency score in an English examination, ALES
score, and recommendation letters. Those who fulfil the minimum criteria are interviewed at the
Graduate School of Education to further assess their competence in English and their subject area, and
their suitability for the teaching profession.
Scholarship
All students admitted to the program receive a Bilkent University scholarship to cover their full tuition
during their two years at Bilkent. The educational visit to the United Kingdom is included in the
scholarship.
Graduate School of Education
3
School Experience (students teaching in partner schools)
4
Courses
MA in Curriculum and Instruction
Code
CI 507
CI 509
CI 511
CI 512
CI 513
CI 514
Course Name
Educational Research
Thesis Seminar
Curriculum in an International Context
Written Academic Discourse
Statistics
Curriculum Development and Evaluation
Student Group
All students
All students
All students
All students
All students
All students
Credits
3
3
3
3
3
CI 515
Trends and Issues in Instruction & Assessment
All students
3
PHIL 521
TE 529
BTE 501
ETE 503
MTE 501
CI 599
History of Political and Educational Philosophy
Turkish Lang. and Lit. Curriculum Review
Biology Curriculum Review
English Curriculum Review
Mathematics Curriculum Review
Master’s Thesis Writing
All students
Turkish Language & Lit.
Biology
English
Mathematics
All students
Total
3
3
3
3
3
24
Certificate Program
TE 509
TE 510
TE 518
TE 519
TE 520
TE 524
TE 525
TE 528
TE 531-535
TE 541-545
TE 551-555
TE 561-565
TE 571-575
MBG 452
ETE 504
MTE 503
Developmental Psychology
Curriculum and Instruction
Measurement and Evaluation
Classroom Management
Instructional Technology & Materials Design
Guidance
Learning & Teaching: Theory & Approach
Introduction to Educational Science
Special Teaching Methods I
Special Teaching Methods II
School Experience I
School Experience II
Teaching Practice
Practical Biology
Literature for Young Learners
Computer Technology in Math. Education
All students
All students
All students
All students
All students
All students
All students
All students
All students
All students
All students
All students
All students
Biology
English, Turkish Lang. & Lit.
Mathematics
Total
Credits
Certificate
Masters
Total
37
24
61
5
2
2
2
2
3
2
2
2
3
3
3
3
5
3
3
3
37
Two Year Curriculum
FIRST YEAR
Summer School
Code
Course Name
Student Group
Credits
Pre-faculty Level English
*
-
* 8-week course for new students who have not passed the English proficiency entrance examination
Fall Semester
TE 509
Developmental Psychology
All students
2
TE 510
Curriculum and Instruction
All students
2
TE 519
Classroom Management
All students
2
TE 528
Introduction to Educational Science
All students
2
TE 531-535 Special Teaching Methods I
By subject area
3
TE 551-555 School Experience I
By subject area
3
TE 529
Turkish Lang. and Lit. Curriculum Review
Turkish Language & Literature
3
ETE 503
English Curriculum Review
English
3
BTE 501
Biology Curriculum Review
Biology
3
MTE 501
Mathematics Curriculum Review
Mathematics
3
Total
17
Spring Semester
TE 518
Measurement and Evaluation
All students
2
TE 520
Instructional Technology & Materials Design
All students
3
TE 525
Learning & Teaching: Theory & Approach
All students
2
TE 541-545 Special Teaching Methods II
By subject area
3
TE 561-565 School Experience II
By subject area
3
ETE 504
Literature for Young Learners
English and Turkish Lang & Lit.
3
MBG 452
Practical Biology
Biology
3
MTE 503
Computer Technology in Math. Education
Mathematics
3
CI 511
Curriculum in an International
Context
All students
3
Total
6
19
SECOND YEAR
Summer School
Cred
its
Code
Course Name
Student Group
CI 507
Educational Research*
All students
3
CI 512
Written Academic Discourse*
All students
3
CI 513
Statistics
All students
3
Total
9
Fall Semester
TE 571-575
Teaching Practice**
By subject area
5
PHIL 521
History of Political and Educational Philosophy
All students
3
CI 514
Curriculum Development and Evaluation
All students
3
CI 515
Trends and Issues in Instruction & Assessment
All students
3
CI 509
Thesis Seminar
All students
Total
14
* These courses start in the first year spring semester and are completed at the summer school
** 6 week block practice in partner schools
Spring Semester
-
Internship at Cambridge University and in UK
schools for 5 weeks
All students
-
TE 524
Guidance
All students
2
CI 599
Master’s Thesis Writing
All students
-
7
Course Descriptions
MA in Curriculum and Instruction Program
CI 507 Educational Research
The course is designed to introduce key concepts in quantitative and qualitative research in general. It
will explore the different research methods used in educational research. Topics will include formulating
research questions, reviewing the literature, synthesising sources, selecting appropriate research designs,
sampling, designing valid and reliable instruments for data gathering, and analysing data. Action research
as a qualitative approach to research will be given particular emphasis.
CI 509 Thesis Seminar
The seminar guides students in their thesis work. Research methods, literature reviews, elaboration of
topics, organization of material in relation to each student’s research will be discussed, leading to a
thorough consideration of, and guidance in, the preparation of the thesis. Students will make
presentations of their research to date in order to share their progress and learn from each other.
CI 511 Curriculum in an International Context
The course examines education, specifically education in schools and the school curriculum, in several
countries. In particular, course participants study and compare the International Baccalaureate (IB)
system of curricula and assessment from primary to high school, and the nature and role of international
education. Such study includes the nature of the IB diploma program; planning, teaching and assessing IB
courses; together with critical thinking and the Theory of Knowledge course. The International General
Certificate in Secondary Education (IGCSE) is also considered. International large scale comparative
studies are included, particularly the findings from the Programme for International Student Assessment
(PISA).
CI 512 Written Academic Discourse
The course focuses on developing essential skills for effective presentation of academic language in
written discussion. Students learn the APA system of referencing, and prepare the introduction and
literature review for their thesis.
CI 513 Statistics
Descriptive statistics; measures of central tendency, measures of variability, measures of relative standing
(percentile, z-scores), graphing data, sampling, point and interval estimation, sampling distributions,
hypothesis testing, t-tests, introduction to analysis of variance, statistical software applications.
CI 514 Curriculum Development and Evaluation
The course is designed to examine approaches to curriculum development and evaluation. It considers
curriculum theorizing, curriculum models and curriculum planning at different levels. The course also
provides evaluation models and techniques to analyse curriculum and its components. Also studied are
procedures and issues for curriculum development and evaluation, factors that impact the curriculum, and
curriculum decision making.
CI 515 Trends and Issues in Instruction and Assessment
The course will provide participants with an understanding of current trends and issues in instruction and
assessment. It will explore procedures for instructional design, delivery, and evaluation. The course will
also survey current methods and techniques used to assess student performance. Participants will
critically reflect on, and evaluate, current practices and future directions.
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BTE 501 Biology Curriculum Review
The major areas of biology will be reviewed in detail and related to the high school curriculum and the
demands made on high school teachers and students. Students will be required to extend and update their
subject knowledge by consideration of the school biology curriculum and textbooks in Turkish and
English. National, IB, and IGCSE curricula and assessment will be considered.
ETE 503 English Curriculum Review
The course provides students with knowledge and experience to assist them to become effective English
language and literature teachers. The major areas of the English curriculum taught in school will be
reviewed in detail and related to the high school curriculum and the demands made on high school
teachers and students. The topics covered include variations in curriculum objectives, content and
implementation, school-based language curriculum, IB language curricula, and IGCSE curriculum.
MTE 501 Mathematics Curriculum Review
The course provides students with knowledge and experience to assist them to become effective
mathematics teachers. The major areas of mathematics taught in school will be reviewed in detail and
related to the high school curriculum and the demands made on high school teachers and students. The
skills covered include knowledge of the appropriate level of mathematical content and relevancy, together
with a working knowledge of school mathematics textbooks, and the application of these skills in the
classroom. National standards in mathematics will be discussed.
TE 529 Turkish Language and Literature Curriculum Review
The course provides students with knowledge and experience to assist them to become effective Turkish
language and literature (TLL) teachers. The major areas of TLL taught in school will be reviewed in
detail and related to the high school curriculum and the demands made on high school teachers and
students. The skills covered include knowledge of the appropriate level of subject area content and
relevancy, together with a working knowledge of school TLL text books, and the application of these
skills in the classroom. National, IB and IGCSE curricula will be discussed.
PHIL 521 History of Political and Educational Philosophy
The relationship between human nature, society, and education. The study of key texts in the history of
philosophy and educational thought including the writings of John Dewey. There is a strong emphasis on
the development of students’ critical reasoning skills. Students take responsibility for their own learning,
and think about the implications of the views discussed for their own pedagogical practice.
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Certificate Program
TE 509 Developmental Psychology
Basic concepts and principles of development. Theories of development. Stages of development.
Physical, cognitive, personal and moral development during childhood and adolescence. Problems during
puberty and coping strategies.
TE 510 Curriculum and Instruction
Basic concepts. Theoretical foundations of curriculum development in education (historical,
philosophical, psychological and social foundations). Curriculum design in education, models of
curriculum design. The process of curriculum development (planning, preparing a proposal, piloting and
evaluating, ensuring continuity).
Instructional principles. Importance and benefits of studying regularly and methodically. Planning
instruction (unit by unit yearly plans, sample daily plans and activities). Instructional methods and
techniques, and their delivery. New trends in education and instruction (for example, effective learning,
multiple intelligences, constructivism, lifelong learning, creative thinking). Duties and responsibilities of
teachers in improving the quality of teaching and learning.
TE 518 Measurement and Evaluation
Role and significance of measurement and evaluation in education, fundamental concepts of measurement
and evaluation, desirable qualities of measurement tools (reliability, validity, practicality), measurement
tools used in education and their characteristics. Traditional tools (written examinations, short-answer
tests, objective tests (true-false, multiple choice, matching pairs), oral examinations, assignments). Tools
which assess multiple facets of student performance (observation, interview, performance-based
assessment, portfolios, research papers, research projects, peer assessment, self-assessment, attitude
scales). Use of basic statistical tools to process the results of assessment. Evaluating learner outcomes,
grading, development of subject area specific assessment tools.
TE 519 Classroom Management
Fundamental concepts of classroom management, classroom communication and interactions. Definition
of classroom management, various aspects of classroom management other than discipline. External and
internal factors affecting classroom climate. Models of classroom management, development and
implementation of classroom rules. The physical arrangement of the classroom. Managing undesirable
behavior, time management, class organization, developing a class environment conducive to learning
(cases and suggestions).
TE 520 Instructional Technology and Materials Design
Concepts of instructional technology, characteristics of various types of instructional technology. Role
and use of instructional technology in teaching, identification of technology needs in the classroom and in
school. Appropriate planning and management of the use of technology. Using technology to develop 2D and 3-D materials, developing teaching tools (worksheets, activities, slides, visual media tools such as
DVD, smart boards, and computer-based tools). Analyzing educational software, evaluating teaching
tools of varying quality. Internet and distance education, principles of visual design, research pertaining
to the effectiveness of teaching materials. The state of instructional technology for teaching in Turkey
and the wider world.
TE 524 Guidance
Fundamental concepts. Student support services, the role of guidance and counseling in student support
services. Principles and development of guidance, types of guidance and counseling, services,
techniques, organization and personnel. Recent developments in the field. Techniques for getting to
know students, counselor-teacher cooperation, guidance duties of the teacher.
10
TE 525 Learning and Teaching: Theory and Approach
Fundamental concepts (theory, principles, laws, methods, techniques, strategies, tactics, styles, models
and approaches). Theories of learning and teaching, deductive and didactic theories of teaching, theorists
in the field, moving from method to strategy. Learning strategies, classifications of learning strategies.
Teaching strategies, classifications of teaching strategies, style-strategy interaction, learning-teaching
styles and style-centered teaching design. Examples of practical strategies for the provision of effective
teaching, approaches such as problem-based learning, project-based learning, story-based learning,
scenario-based learning, practical applications.
TE 528 Introduction to Educational Science
Basic concepts in education. Relationship of education to other disciplines (the philosophical, social,
legal, psychological, economic and political foundations of education). History of educational science.
Major trends in educational science in the 21st century. Research methods in educational science.
Structure and characteristics of the Turkish Education System. Role of teachers in education.
Characteristics of the teaching profession. Developments and practices in teacher education.
TE 531-535 Special Teaching Methods I
There are separate methodology courses for each subject area. Each course provides an introduction to
the teaching of that subject, and to the classroom techniques which may be used in the teaching of it.
Specific teaching methods and strategies will be explored, together with their application to a range of
teaching/learning contexts and reference to current research. Practical applications of the methods will be
experienced through a number of activities including microteaching, project work and simulation
situations. Students will be asked to engage in extensive reflection on the methods and applications
considered.
TE 541-545 Special Teaching Methods II
There are separate methodology courses for each subject area. Each course continues the developmental
work in the teaching of that subject. Students gain further understanding of the teaching and learning
methods which may be used with different groups of students, and of the context in which learning is set.
There will be further practical applications and classroom experience.
TE 551-555 School Experience I
One day a week in a high school under the daily supervision of an experienced school teacher who acts as
mentor. Students use structured activities which involve lesson observation and interviews to understand
the organization and daily work of the school. They analyze particular teaching skills, and consider
whole school issues. There is a one-hour seminar which consolidates the work done in school.
TE 561-565 School Experience II
Students spend one day a week in a school, under the daily supervision of their mentor. Structured
activities enable them to concentrate on particular teaching skills, which students practice in class. There
is a one-hour seminar which consolidates the work done in school.
TE 571-575 Teaching Practice
Students spend thirty days in a school, under the supervision of their school mentor and faculty
supervisor. They teach full lessons in their subject area. The course includes a weekly seminar which
allows students to share experience and plan their work with their supervisor.
ETE 504 Literature for Young Learners
The course will concentrate on the basic literary works that address the young learners. It can be seen as
a study of fictional texts written for young people, and their use in the classroom in the context of recent
narrative and textual theory. Texts studied cover the range from tales and short stories to young adult
novels, with an emphasis on twentieth century fiction. Thus, the course will develop an understanding of
and response to texts such as Lord of the Files and Harry Potter.
11
MTE 503 Computer Technology in Mathematics Education
The course will equip student-teachers with the skills to use computer technology to teach secondary
mathematics. These skills will be used to create lesson plans, classroom demonstrations and
teaching/learning materials that clarify topics in the mathematics curriculum. The topics covered will
include algebra, geometry, trigonometry, calculus, probability, discrete math and other areas.
MBG 452 Practical Biology
A practical course to give a thorough grounding in practical techniques for the biology laboratory,
biological experiments, and problem solving in biology. It involves one hour of discussion and four
hours of laboratory work per week.
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Teaching Staff (including instructors from other departments of the
university)
Necmi Akşit
Assistant Professor, Ph.D., Educational Sciences (Educational
Administration), Middle East Technical University, 1998.
Cengiz Alacacı
Associate Professor, Ed.D., Curriculum and Instruction (Mathematics
Education), University of Pittsburgh, 1998.
Alipaşa Ayas
Professor, Ph.D., Curriculum and Instruction (Chemistry Education),
University of Southampton, 1993.
Özgür Bayam
School Teacher, B.A., Turkish Language and Literature, Hacettepe
University, 1993.
Ece Biçer
School Teacher, B.Sc., Mathematics, Ankara University, 1993.
Lynn Çetin
School Teacher, Ph.D., English Language Teaching, Middle East Technical
University, 2011.
Sema Coşkun
School Teacher, Ph.D., Biology, Gazi University, 2006.
Aykut İnan İşeri
School teacher, Ph.D., Secondary Science and Mathematics Education,
Middle East Technical University, 2002.
Minkee Kim
Assistant Professor, Ph.D., Science Education, Seoul National University,
2008.
Robin Martin
Assistant Professor, Ph.D., Curriculum and Instruction, Iowa State
University, 2003
Gabriela McDonald
Assistant Professor, Ph.D., Mathematics Education, Rhodes University,
1999.
Rasim Özyürek
Assistant Professor, Ph.D., Turkish Language Teaching, Bakü State
University, 1998
Margaret Sands
Professor, Ph.D., Curriculum and Instruction (Science Education),
University of Nottingham, 1983.
Gül Uluğtekin
Instructor (part time), Ph.D., Turkish Literature, Bilkent University, 2010.
Ulrich Steinvorth
Professor, Ph.D., Philosophy, Göttingen University, 1968.
Daryl York
Senior Lecturer, M.Sc., English Language Teaching, Aston University, 1997.
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Faculty in the Graduate School of Education
Necmi Akşit has a BS and MA in English Language Teaching, and holds a
PhD in Educational Science, all from Middle East Technical University. He
began his career as a teacher of English at the Turco-British Association in
1989. He then moved to Bilkent University and worked as a teacher in the
School of English Language for twelve years. He is now Assistant
Professor, and Assistant Director, in the Graduate School of Education,
teaching graduate level teacher education courses.
Cengiz Alacacı (BS Middle East Technical University, MA Southern
Illinois University in Carbondale US, PhD University of Pittsburgh US,
1998) began his career as a mathematics teacher at an upper elementary
school in Istanbul. He moved to the Learning Research and Development
Center at Pittsburgh in the US for four years. Later, he joined Florida
International University. During this time, he taught 7th grade
mathematics, and taught and did research into the teaching of
mathematics in American high schools. He joined Bilkent University in
2007 as Visiting Associate Professor. His research involves working on
cross-cultural studies in mathematics curricula.
Alipaşa Ayas (BS (Ed), MSc Karadeniz Technical University, MA New
Brunswick University, PhD Southampton University) was lecturer, head of
science and math education department, vice-dean and dean at Karadeniz
Technical University between 1993-2010. He taught chemistry in high
schools between 1994-1996. He has worked on several projects related to
improving the quality of education at YÖK and the Ministry of National
Education. He has published books, and articles in national and international
journals. He joined Bilkent in 2010 as visiting professor.
Minkee Kim joined the Graduate School of Education in 2010. He
holds a BS in physics education and obtained his doctoral degree in
science education at Seoul National University, Korea. During his
postgraduate and postdoctoral periods, he won research grants for
educational studies conducted at Kobe University, Japan; the University
of Helsinki, Finland; and the University of Tartu, Estonia. At Bilkent
he also teaches IB physics at Bikent International and Laboratory
School.
Robin Ann Martin (BA and MA University of Iowa, PhD Iowa State
University, US). Before joining Bilkent University in 2009, Dr Martin
worked at a university in the Sultanate of Oman. There she supervised
trainee English teachers in local schools and taught curriculum and
instruction for TEFL and other groups of students. Prior to that, she was a
school teacher in Japan. She also worked with youth groups in the US, and
as a researcher and tutor in schools in Washington and Oregon.
14
Gabriele McDonald (BSc, BSc (Hons) University of Pretoria, MSc
University of Port Elizabeth, PhD Rhodes University, South Africa) was
biology teacher at Robert College in Istanbul for eight years before joining
Bilkent University in 2009 as an Assistant Professor. She previously taught
biology and mathematics in high schools and a technical school in South
Africa and New Zealand, and was a teacher trainer in South Africa, where she
also wrote school text books. At Bilkent, she teaches both in the Graduate
School of Education and an International Baccalaureate class at Bilkent
Laboratory and International School. She leads field trips for trainee teachers
and high school students in practical ecology.
Rasim Özyürek (BA Anadolu University, MA Ankara University, MA
Hacettepe University, PhD Baku University) began his career in 1972 as a
teacher at an elementary school in a village near Konya. He then worked at
Sinop and Niğde as teacher and high school principal. He joined the Ministry
of Education in Ankara as a branch chief in 1976 and served as head of
department and general manager until 1988. He then taught at Hacettepe
University literature faculty from 1988 until he joined Bilkent University in
1996.
Margaret Sands (BSc and PGCE London University, PhD Nottingham
University) was lecturer, senior lecturer and Director of the PGCE program at
the University of Nottingham. Before that she was a school teacher at a large
comprehensive school in London, and then head of department at King
Edward VI Camp Hill School for Girls in Birmingham. She was chief
examiner for Advanced Level biology for the Joint Matriculation Board in
England, and also a school inspector. She is the author, co-author, or editor of
40 books, including school textbooks. She joined Bilkent University in 2000
as Visiting Professor and Director of the new Graduate School of Education.
Daryl York (BA Adelaide University, MSc Aston University) served as
Director of the Tarsus American School between 2003 and 2007. Before
then, he taught in Turkish primary and secondary schools, helping them to
develop and implement International Baccalaureate (IB) programs.
Positions he held included IB Diploma Coordinator, Middle Years Program
Coordinator and Primary Years Program (PYP) Coordinator. His previous
experience includes working as an English teacher in Yemen and France.
Most recently he has coordinated the setting up of the newest Bilkent
school: Bilkent International College Erbil in Northern Iraq.
15
Alumni of Last Five Years
Alumni of 2007 and their first teaching positions
Biology graduates
Gonca Esendemir
Ph.D student, METU, Ankara
Filiz Güven
TED Krdz. Ereğli College Schools, Zonguldak
Elvan Hekimoğlu
Antalya High School, .Antalya
Özge Selçuk
Kültür 2000 Schools, İstanbul
Funda Süleyman
Eyüboğlu High School, İstanbul
Şükriye Şimşek
Işıkkent High School, İzmir
Leyla Ungan
TED Ankara College Foundation High School, Ankara
English graduates
Servet Altan
İhsan Doğramacı Foundation Bilkent Primary School, Ankara
Elif Çotuksöken
School of English Language, Bilkent University, Ankara
Gözde Girgin
School of English Language, Bilkent University, Ankara
İrem İslim
Hisar Schools Primary School, İstanbul
Esra Küçük
School of English Language, Bilkent University, Ankara
Kamile Özkartal
School of English Language, Bilkent University, Ankara
Görkem Saatçioğlu
İhsan Doğramacı Foundation Bilkent Primary School, Ankara
History graduate
Nihal Yazgan
Bahçeşehir Alanya Primary School, Antalya
Mathematics graduates
Duygu Adalı
TED Krdz. Ereğli College Schools, Zonguldak
Yasemin Aslan
Bilkent University Preparatory School (BUPS/BIS), Ankara
Derya Gündoğan
Bilkent University Preparatory School (BUPS/BIS), Ankara
Belgin Güneş
Bilkent University Preparatory School (BUPS/BIS), Ankara
Nuryoldaş Yaşar
Acarkent Doğa Schools, İstanbul
Duygu Yurtsever
SEV Tarsus American College Schools, Tarsus
Turkish language and literature graduates
Gönül Albayrakoğlu
TED Krdz. Ereğli College Schools, Zonguldak
Tuğçe Çulhaoğlu
Vehbi Koç Foundation Koç Primary School, İstanbul
Safiye Perihanoğlu
Bahçeşehir Florya Primary School, İstanbul
16
Alumni of 2008 and their first teaching positions
Biology graduates
Aylin Aslantaş
Pınar High School, Ankara
Gülümser Çobanoğlu
Tarsus SEV Primary School, Tarsus
Fetane Özdemir
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Seda Tunca
Açı High School, İstanbul
Meltem Uğurlu
Bahçeşehir Science & Technology High School, İstanbul
History graduate
Abdulhamid Karakaya
Vehbi Koç Foundation Koç High School, İstanbul
Mathematics graduates
Çiğdem Akbulut
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Utku Beşkardeş
Turkish Education Foundation İnanç Türkeş High School, Kocaeli
Emel Dinçkan
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Duygu Ercan
Bahçeşehir Science & Technology High School, İstanbul
Özge Kabakçı
İhsan Doğramacı Foundation Bilkent High School, Ankara
Ümmü Topkara
Açı Primary School, İstanbul
Servet Yaprak
Bahçeşehir Science & Technology High School, İstanbul
Turkish language and literature graduates
Volkan Mazman
Hisar Schools High School, İstanbul
Havva Reyhan
TED Ankara College Foundation High School, Ankara
Meray Sakar
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Bihter Yavuzdoğan
Vehbi Koç Foundation Koç High School, İstanbul
The Graduate School of Education offers a serious program that invests in
people who choose teaching as a profession. It provides good
opportunities to be a well qualified, self respected and confident teacher in
terms of communication, processing, and being aware of different teaching
perspectives in the world. You realize the difference that its philosophy
creates in your point of view on education issues when you start to teach in
an actual class and work as a member of a living school. That’s why I am
glad that I received my teacher education at the Graduate School of
Education at Bilkent University.
Volkan Mazman (Turkish Language and Literature, 2008)
17
Alumni of 2009 and their first teaching positions
Biology graduates
Dicle Balkaya
Bahçeşehir Science & Technology High School, İstanbul
Eda Cengiz
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Banu Gülkaya
TED Ankara College Foundation High School, Ankara
Ayşe Kanmaz
Kültür 2000 High School, İstanbul
Sıla Severim
Bilkent Laboratory & International School (BLIS), Ankara
Gözde Tekin
Yüce High School, Ankara
History graduate
Pınar Türkecan
TED Ankara College Foundation High School, Ankara
Mathematics graduates
Başak Çiftçi
Sebit Education & Knowledge Technologies, Ankara
Sahibe Kadıoğlu
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Dicle Okan
Bilkent Laboratory & International School (BLIS), Ankara
Özge Özsoy
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Nilay Takmaz
Bilkent Music Preparatory High School, Ankara
Turkish language and literature graduates
Seda Ak
TED Ankara College Foundation High School, Ankara
Ezgi Turaç
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Dilek Ünveren
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Studying at Bilkent Graduate School of Education gave me a chance to be
one of those lucky people who love their jobs. I really appreciated the
dynamic, diverse courses, combined with an excellent training. During the
program, I improved myself and found the career that I wanted. In the
Graduate School of Education, I was surrounded by faculty and students
who were hardworking and deeply motivated. I feel so very fortunate to
have had this educational background in such a community.
Sıla Severim (Biology, 2009)
18
Alumni of 2010 and their first teaching positions
Biology graduates
Cemre Bayramoğlu
Açı Primary School, İstanbul
Öykü Dulun
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Seda Duygu
Açı Primary School, İstanbul
Didem Er
Vehbi Koç Foundation Koç High School, İstanbul
Döndü Kılınç
Bahçeşehir College Schools, İstanbul
Gül Oflaz
TED Bursa College High School, Bursa
Mathematics graduates
Gülen Bayhan
Yüce High School, Ankara
Zeynep Koçak
Açı High School, İstanbul
Aslı Özdöl
Bahçeşehir College Schools, İstanbul
Banu Turgut
Ankara University Foundation High School, Ankara
Bahar Yeşilırmak
Turkish Education Foundation İnanç Türkeş High School, Kocaeli
Turkish language and literature graduates
Candan Akçiçek
Açı High School, İstanbul
Nurdan Ata
İhlas High School, İstanbul
Elif Bayar
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Berfin Çıtırıkkadıoğlu
İstek Foundation Semiha Şakir High School, İstanbul
Özlem Ergün
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Müge Erkal
Yüce High School, Ankara
Gülşah Perçimli
Açı High School, İstanbul
Candan Yavuz
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
The Graduate School of Education is a chance for people who want to start their
teaching career one step ahead. It enables you to discover yourself as a teacher
trained in excellent schools in Turkey and England. The diverse courses taken
in this program provide different points of view on education. It was a pleasure
to be one of the lucky trainee teachers in the Graduate School of Education.
After this program, I found myself to be a confident and well-qualified teacher.
Deniz Cemre Bayramoğlu (Biology, 2010)
19
Alumni of 2011 and their first teaching positions
Biology graduates
Asuman Gem
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Özlem Sağır
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Mathematics graduates
Esma Altan
Yüce High School, Ankara
Gülşen Cengiz
Turkish Aeronautical University, Ankara
Serap Günçal
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Çiğdem Köken
İhsan Doğramacı Foundation Bilkent Primary School, Ankara
Turkish language and literature graduates
Murat Haktanır
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Müge Kanuncu
İstanbul American Robert High School, İstanbul
Buket Pakdel
Bilkent Music Preparatory Primary School, Ankara
Birjan Şimşek
İhsan Doğramacı Foundation Bilkent Erzurum High School, Erzurum
Önder Şit
Tarsus American College High School, Tarsus
20
Student Profile by Undergraduate University (Last ten years)
Starting Year
Univ/Dept
Ankara
2002
B
3
Bilkent
E
1
1
T
1
5
ODTÜ
1
Hacettepe
2
Tot
6
B
3
2
1
Boğaziçi
1
3
T
2
2
1
1
B
E
3
1
1
1
3
8
1
3
1
2
1
1
1
Tot
H
M
2005
T
1
3
6
1
1
Başkent
Ege
M
4
4
5
1
H
4
4
1
3
E
2004
3
5
3
Gazi
AİBU
H
2003
3
2
Tot
B
E
3
5
2
H
M
T
3
B
10
1
H
3
6
1
1
2
2
10
1
1
2
2
2
2
3
4
4
1
1
4
1
2
1
7
1
1
M
T
Tot Total
1
2
24
1
1
13
1
2
23
6
4
1
2
7
34
1
1
1
1
3
14
2
10
1
1
1
1
2
1
1
1
6
1
1
1
3
1
1
Osmangazi
1
1
1
1
1
Uludağ
1
1
1
100. Yıl
1
Çankaya
1
8
Tot
1
Michigan
Total
2006
7
7
4
26
7
7
7
4
6
31
6
6
7
B: Biology, E: English, H: History, M: Mathematics, T: Turkish Lang.& Lit.
21
8
4
31
7
7
1
8
3
1
1
1
1
26
6
1
7
5
19
133
Student Profile by Undergraduate University (Last ten years)
Starting Year
2007
2008
2009
2002-2006
Total
B
Ankara
24
4
Bilkent
13
ODTÜ
23
2
Hacettepe
34
1
Gazi
14
AİBÜ
10
Boğaziçi
6
2
2
3
3
Başkent
3
1
1
2
2
Ege
1
2
2
İTÜ
-
M. Sinan
-
Michigan
1
Osmangazi
1
Uludağ
1
100. Yıl
1
Çankaya
1
İstanbul
-
Anadolu
-
TOBB
-
Total
133
Univ/Dept
H
M
T
Tot
B
M
2
1
7
3
1
T
Tot
B
M
T
3
4
2010
Tot
B
3
1
E
M
2011
T
2
2
1
1
3
2
2
2
1
1
2
2
1
1
4
2
2
1
3
1
1
2
3
5
B
1
1
1
E
M
T
2
2
2
1
Tot
Tot
Total
1
40
2
17
2
3
10
30
4
3
4
1
12
65
16
1
2
3
4
1
4
4
2
5
1
1
2
2
1
1
2
25
1
2
14
2
2
14
1
4
1
1
1
1
1
1
2
1
1
1
1
1
2
2
1
1
1
2
1
1
1
1
1
1
1
1
6
25
239
1
7
1
6
4
18
6
8
8
3
22
8
5
B: Biology, E: English, H: History, M: Mathematics, T: Turkish Lang.& Literature
22
16
4
7
7
7
25
5
7
7
England
Bridge over the Cam
Cambridge Univ. Faculty of Education
Faculty
Drama class at Oakham School
Drama class at Cambridge University
King’s College, Cambridge
Trinity College, Cambridge
Punting on the Cam
23
Teaching at Oakham School
Field Trips
(with Özel Bilkent
High School students)
24