Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHARACTER and VALUES EDUCATION | PDR2213173 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Assistant(s) | |
| Aim | Conceptual framework: Character, personality, value, virtue, morality, etc.; character development and education; family, environment and school in character development and education; definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations; character and value education approaches and practices; intercultural differentiation and culture of coexistence in character and value education; character and value education in terms of educational philosophy and goals; teaching methods and techniques in character/value education; the crisis of values and education in modern and multicultural societies; value education in the human-cultural development process; On value education in Turkish education and culture history examples, values education practices and research in Turkey; teacher as a role model in character and value education. |
| Course Content | This course contains; Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; ,Character development and education; family, environment and school in character development and education,Definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations,Character and value education approaches and practices; ,Intercultural differentiation and culture of coexistence in character and value education,Character and value education in terms of educational philosophy and goals,Teaching methods and techniques in character/value education,The crisis of values and education in modern and multicultural societies,Value education in the human-cultural development process;,Value education in Turkish education and culture history examples,Values education practices and researches in Turkey,Values education practices and researches in Turkey; ,Role in character and value education teacher as a model,Role in character and value education teacher as a model. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains concepts such as character, temperament and temperament. | 13, 16, 9 | A, E |
| Applies character and value education at different education levels. | 15, 18, 6 | E |
| Compares character and value education approaches. | 10, 16, 9 | |
| Discusses the role of the teacher in character and value education. | 10, 16, 5, 9 |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; | Book chapter |
| 2 | Character development and education; family, environment and school in character development and education | Book chapter |
| 3 | Definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations | Book chapter |
| 4 | Character and value education approaches and practices; | Book chapter |
| 5 | Intercultural differentiation and culture of coexistence in character and value education | Book chapter |
| 6 | Character and value education in terms of educational philosophy and goals | Book chapter |
| 7 | Teaching methods and techniques in character/value education | Book chapter |
| 8 | The crisis of values and education in modern and multicultural societies | Book chapter |
| 9 | Value education in the human-cultural development process; | Book chapter |
| 10 | Value education in Turkish education and culture history examples | Book chapter |
| 11 | Values education practices and researches in Turkey | Book chapter |
| 12 | Values education practices and researches in Turkey; | Book chapter |
| 13 | Role in character and value education teacher as a model | Book chapter |
| 14 | Role in character and value education teacher as a model | Book chapter |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | ||||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | ||||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | ||||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | ||||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | ||||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | ||||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | ||||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | ||||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | ||||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | ||||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | ||||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 6 | 24 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 7 | 6 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHARACTER and VALUES EDUCATION | PDR2213173 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Assistant(s) | |
| Aim | Conceptual framework: Character, personality, value, virtue, morality, etc.; character development and education; family, environment and school in character development and education; definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations; character and value education approaches and practices; intercultural differentiation and culture of coexistence in character and value education; character and value education in terms of educational philosophy and goals; teaching methods and techniques in character/value education; the crisis of values and education in modern and multicultural societies; value education in the human-cultural development process; On value education in Turkish education and culture history examples, values education practices and research in Turkey; teacher as a role model in character and value education. |
| Course Content | This course contains; Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; ,Character development and education; family, environment and school in character development and education,Definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations,Character and value education approaches and practices; ,Intercultural differentiation and culture of coexistence in character and value education,Character and value education in terms of educational philosophy and goals,Teaching methods and techniques in character/value education,The crisis of values and education in modern and multicultural societies,Value education in the human-cultural development process;,Value education in Turkish education and culture history examples,Values education practices and researches in Turkey,Values education practices and researches in Turkey; ,Role in character and value education teacher as a model,Role in character and value education teacher as a model. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains concepts such as character, temperament and temperament. | 13, 16, 9 | A, E |
| Applies character and value education at different education levels. | 15, 18, 6 | E |
| Compares character and value education approaches. | 10, 16, 9 | |
| Discusses the role of the teacher in character and value education. | 10, 16, 5, 9 |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Conceptual framework: Character, personality/personality, value, virtue, morality, temperament, etc.; | Book chapter |
| 2 | Character development and education; family, environment and school in character development and education | Book chapter |
| 3 | Definition and classification of values; the sources of values and their individual, social, cultural, religious, moral foundations | Book chapter |
| 4 | Character and value education approaches and practices; | Book chapter |
| 5 | Intercultural differentiation and culture of coexistence in character and value education | Book chapter |
| 6 | Character and value education in terms of educational philosophy and goals | Book chapter |
| 7 | Teaching methods and techniques in character/value education | Book chapter |
| 8 | The crisis of values and education in modern and multicultural societies | Book chapter |
| 9 | Value education in the human-cultural development process; | Book chapter |
| 10 | Value education in Turkish education and culture history examples | Book chapter |
| 11 | Values education practices and researches in Turkey | Book chapter |
| 12 | Values education practices and researches in Turkey; | Book chapter |
| 13 | Role in character and value education teacher as a model | Book chapter |
| 14 | Role in character and value education teacher as a model | Book chapter |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | ||||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | ||||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | ||||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | ||||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | ||||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | ||||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | ||||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | ||||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | ||||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | ||||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | ||||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | ||||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | ||||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |