1 | To define the basic concepts of curriculum and instruction. |
2 | To establish a relationship between theoretical foundations of curriculum development (history, history of philosophy, philosophical, psychological, social, economic, personal, and subject field). |
3 | To compare the curriculum design approaches. |
4 | To choose curriculum development models according to needs. |
5 | To prepare curriculum design. |
6 | To gain competency in evaluating all dimensions of a curriculum. |
7 | To evaluate the education systems in different countries with a critical perspective. |
8 | To monitor developments in the field of education and training programs. |
9 | To evaluate the effects of changes in social, economic and cultural dimensions in society on curriculum |
10 | To use instructional methods, techniques and strategies |
11 | To evaluate the concepts and theories of curriculum and instruction with a critical perspective |
12 | To choose and use appropriate scientific research methods in their studies. |
13 | To conduct original and independent research that can be published in the field of curriculum and instruction. |
14 | To follow up-to-date practices, national and international publications in the field of Curriculum and Instruction. |
15 | To consider ethical principles and scientific method while discussing professional problems/topics and carrying out scientific research. |
16 | To be willing to carry out scientific research in the field of Curriculum and Instruction. |
17 | To value program development expertise as a professional identity. |
18 | To conduct curriculum development practices in an organization or subject area. |
19 | To create new information by functionally integrating knowledge in their field with those from different disciplines. |
20 | To use advanced field required by the software and information and communication technologies. |
21 | To apply the acquired knowledge and skills in the field of Curriculum and Instruction onto interdisciplinary studies. |
22 | To evaluate the obtained results within the frame of quality processes by strategy, policy and practice plans in related subjects. |