The Program Masters degree in Curriculum and Instruction, Teaching Certificate IB Teacher Award Level 1

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2 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 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

3 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

4 School Experience (students teaching in partner schools) 4

5 Courses MA in Curriculum and Instruction Code Course Name Student Group Credits CI 507 Educational Research All students 3 CI 509 Thesis Seminar All students - CI 511 Curriculum in an International Context All students 3 CI 512 Written Academic Discourse All students 3 CI 513 Statistics All students 3 CI 514 Curriculum Development and Evaluation All students 3 CI 515 Trends and Issues in Instruction & Assessment All students 3 PHIL 521 History of Political and Educational Philosophy All students 3 TE 529 Turkish Lang. and Lit. Curriculum Review Turkish Language & Lit. 3 BTE 501 Biology Curriculum Review Biology 3 ETE 503 English Curriculum Review English 3 MTE 501 Mathematics Curriculum Review Mathematics 3 CI 599 Master s Thesis Writing All students - Certificate Program Total 24 TE 509 Developmental Psychology All students 2 TE 510 Curriculum and Instruction All students 2 TE 518 Measurement and Evaluation All students 2 TE 519 Classroom Management All students 2 TE 520 Instructional Technology & Materials Design All students 3 TE 524 Guidance All students 2 TE 525 Learning & Teaching: Theory & Approach All students 2 TE 528 Introduction to Educational Science All students 2 TE Special Teaching Methods I All students 3 TE Special Teaching Methods II All students 3 TE School Experience I All students 3 TE School Experience II All students 3 TE Teaching Practice All students 5 MBG 452 Practical Biology Biology 3 ETE 504 Literature for Young Learners English, Turkish Lang. & Lit. 3 MTE 503 Computer Technology in Math. Education Mathematics 3 Total 37 Credits Certificate 37 Masters 24 Total 61 5

6 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 Special Teaching Methods I By subject area 3 TE 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 Spring Semester Total 17 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 Special Teaching Methods II By subject area 3 TE 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 19 6

7 SECOND YEAR Summer School 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 Cred its Total 9 Fall Semester TE 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 - * These courses start in the first year spring semester and are completed at the summer school ** 6 week block practice in partner schools Total 14 - 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

8 Course Descriptions CI 507 Educational Research MA in Curriculum and Instruction Program 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. 8

9 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. 9

10 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 2- D 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

11 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 21 st 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 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 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 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 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 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

12 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. 12

13 Teaching Staff (including instructors from other departments of the university) Necmi Akşit Cengiz Alacacı Alipaşa Ayas Özgür Bayam Assistant Professor, Ph.D., Educational Sciences (Educational Administration), Middle East Technical University, Associate Professor, Ed.D., Curriculum and Instruction (Mathematics Education), University of Pittsburgh, Professor, Ph.D., Curriculum and Instruction (Chemistry Education), University of Southampton, School Teacher, B.A., Turkish Language and Literature, Hacettepe University, Ece Biçer School Teacher, B.Sc., Mathematics, Ankara University, Lynn Çetin School Teacher, Ph.D., English Language Teaching, Middle East Technical University, Sema Coşkun School Teacher, Ph.D., Biology, Gazi University, Aykut İnan İşeri Minkee Kim Robin Martin Gabriela McDonald Rasim Özyürek Margaret Sands School teacher, Ph.D., Secondary Science and Mathematics Education, Middle East Technical University, Assistant Professor, Ph.D., Science Education, Seoul National University, Assistant Professor, Ph.D., Curriculum and Instruction, Iowa State University, 2003 Assistant Professor, Ph.D., Mathematics Education, Rhodes University, Assistant Professor, Ph.D., Turkish Language Teaching, Bakü State University, 1998 Professor, Ph.D., Curriculum and Instruction (Science Education), University of Nottingham, Gül Uluğtekin Instructor (part time), Ph.D., Turkish Literature, Bilkent University, Ulrich Steinvorth Professor, Ph.D., Philosophy, Göttingen University, Daryl York Senior Lecturer, M.Sc., English Language Teaching, Aston University,

14 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 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 7 th 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 He taught chemistry in high schools between 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 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

15 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 He then taught at Hacettepe University literature faculty from 1988 until he joined Bilkent University in 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 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

16 Alumni of Last Five Years Alumni of 2007 and their first teaching positions Biology graduates Gonca Esendemir Filiz Güven Elvan Hekimoğlu Özge Selçuk Funda Süleyman Şükriye Şimşek Leyla Ungan Ph.D student, METU, Ankara TED Krdz. Ereğli College Schools, Zonguldak Antalya High School,.Antalya Kültür 2000 Schools, İstanbul Eyüboğlu High School, İstanbul Işıkkent High School, İzmir TED Ankara College Foundation High School, Ankara English graduates Servet Altan Elif Çotuksöken Gözde Girgin İrem İslim Esra Küçük Kamile Özkartal Görkem Saatçioğlu İhsan Doğramacı Foundation Bilkent Primary School, Ankara School of English Language, Bilkent University, Ankara School of English Language, Bilkent University, Ankara Hisar Schools Primary School, İstanbul School of English Language, Bilkent University, Ankara School of English Language, Bilkent University, Ankara İhsan Doğramacı Foundation Bilkent Primary School, Ankara History graduate Nihal Yazgan Bahçeşehir Alanya Primary School, Antalya Mathematics graduates Duygu Adalı Yasemin Aslan Derya Gündoğan Belgin Güneş Nuryoldaş Yaşar Duygu Yurtsever TED Krdz. Ereğli College Schools, Zonguldak Bilkent University Preparatory School (BUPS/BIS), Ankara Bilkent University Preparatory School (BUPS/BIS), Ankara Bilkent University Preparatory School (BUPS/BIS), Ankara Acarkent Doğa Schools, İstanbul SEV Tarsus American College Schools, Tarsus Turkish language and literature graduates Gönül Albayrakoğlu TED Krdz. Ereğli College Schools, Zonguldak Tuğçe Çulhaoğlu Safiye Perihanoğlu Vehbi Koç Foundation Koç Primary School, İstanbul Bahçeşehir Florya Primary School, İstanbul 16

17 Alumni of 2008 and their first teaching positions Biology graduates Aylin Aslantaş Gülümser Çobanoğlu Fetane Özdemir Seda Tunca Meltem Uğurlu Pınar High School, Ankara Tarsus SEV Primary School, Tarsus Açı High School, İstanbul Bahçeşehir Science & Technology High School, İstanbul History graduate Abdulhamid Karakaya Vehbi Koç Foundation Koç High School, İstanbul Mathematics graduates Çiğdem Akbulut Utku Beşkardeş Emel Dinçkan Duygu Ercan Özge Kabakçı Ümmü Topkara Servet Yaprak Turkish Education Foundation İnanç Türkeş High School, Kocaeli Bahçeşehir Science & Technology High School, İstanbul İhsan Doğramacı Foundation Bilkent High School, Ankara Açı Primary School, İstanbul Bahçeşehir Science & Technology High School, İstanbul Turkish language and literature graduates Volkan Mazman Hisar Schools High School, İstanbul Havva Reyhan Meray Sakar Bihter Yavuzdoğan TED Ankara College Foundation High School, Ankara 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

18 Alumni of 2009 and their first teaching positions Biology graduates Dicle Balkaya Eda Cengiz Banu Gülkaya Ayşe Kanmaz Sıla Severim Gözde Tekin Bahçeşehir Science & Technology High School, İstanbul TED Ankara College Foundation High School, Ankara Kültür 2000 High School, İstanbul Bilkent Laboratory & International School (BLIS), Ankara Yüce High School, Ankara History graduate Pınar Türkecan TED Ankara College Foundation High School, Ankara Mathematics graduates Başak Çiftçi Sahibe Kadıoğlu Dicle Okan Özge Özsoy Nilay Takmaz Sebit Education & Knowledge Technologies, Ankara Bilkent Laboratory & International School (BLIS), Ankara Bilkent Music Preparatory High School, Ankara Turkish language and literature graduates Seda Ak TED Ankara College Foundation High School, Ankara Ezgi Turaç Dilek Ünveren 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

19 Alumni of 2010 and their first teaching positions Biology graduates Cemre Bayramoğlu Öykü Dulun Seda Duygu Didem Er Döndü Kılınç Gül Oflaz Açı Primary School, İstanbul Açı Primary School, İstanbul Vehbi Koç Foundation Koç High School, İstanbul Bahçeşehir College Schools, İstanbul TED Bursa College High School, Bursa Mathematics graduates Gülen Bayhan Zeynep Koçak Aslı Özdöl Banu Turgut Bahar Yeşilırmak Yüce High School, Ankara Açı High School, İstanbul Bahçeşehir College Schools, İstanbul Ankara University Foundation High School, Ankara Turkish Education Foundation İnanç Türkeş High School, Kocaeli Turkish language and literature graduates Candan Akçiçek Açı High School, İstanbul Nurdan Ata Elif Bayar Berfin Çıtırıkkadıoğlu Özlem Ergün Müge Erkal Gülşah Perçimli Candan Yavuz İhlas High School, İstanbul İstek Foundation Semiha Şakir High School, İstanbul Yüce High School, Ankara Açı High School, İstanbul 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

20 Alumni of 2011 and their first teaching positions Biology graduates Asuman Gem Özlem Sağır Mathematics graduates Esma Altan Gülşen Cengiz Serap Günçal Çiğdem Köken Yüce High School, Ankara Turkish Aeronautical University, Ankara İhsan Doğramacı Foundation Bilkent Primary School, Ankara Turkish language and literature graduates Murat Haktanır Müge Kanuncu Buket Pakdel Birjan Şimşek Önder Şit İstanbul American Robert High School, İstanbul Bilkent Music Preparatory Primary School, Ankara Tarsus American College High School, Tarsus 20