Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GUIDANCE in SCHOOLS | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Nadire Gülçin YILDIZ |
| Name of Lecturer(s) | Assoc.Prof. Ahmet Faruk LEVENT |
| Assistant(s) | |
| Aim | The aim of this course is to introduce the fields of guidance services to prospective teachers and to prepare them for the functional fulfillment of these services. At the end of this course, students recognize guidance as a branch, learn the service areas of guidance unit, and distinguish the roles and functions of counselors and other educators who carry out guidance services. Gains a comprehensive awareness about guidance programs within the Turkish National Education system. |
| Course Content | This course contains; Introduction of the course and introduction of the resources to be used in the course,Basic concepts and terms related to counseling in schools,The place of guidance and psychological counseling (RPD) services in education,Guidance and counseling in the world and Turkey's historical development,The philosophy, purpose, principles, and program of the developmental guidance model (comprehensive developmental RPD program),Basic services / interventions for guidance in schools,The role and function of teachers in classroom guidance,Competencies to be gained in educational, professional, personal and social fields within the scope of RPD services,Cooperation between school principal and teachers, guidance counselor and psychological counselor,Explaining how RPD plans and programs are prepared,Counseling practices and examples in pre-school education,Students' preparing plans for the field and evaluating the plans - 1,Students' preparing plans for the field and evaluating the plans - 2,Students' preparing plans for the field and evaluating the plans - 3. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Students understand the value of school counseling services in school and education. | 10, 16, 9 | A, E, G |
| 2. Students understand and explain theorethical foundation of the developmental counseling model. | 10, 16, 9 | A, E, G |
| 3. Students expresses the purpose of the developmental counseling model. | 10, 16, 9 | A, E, G |
| 4. Students implement the principles of the developmental counseling model. | 10, 16, 9 | A, E, G |
| 5. Students carry-out applications for the education program within the framework of the comprehensive developmental guidance model. | 10, 16, 9 | A, E, G |
| 6. Students explain the basic services / interventions of the developmental counseling model. | 10, 16, 9 | A, E, G |
| 7. Distinguish the teachers' and guidance counselors' roles and functions. | 10, 16, 9 | A, E, G |
| 8. Students understand that the guidance counselor organizes the collaboration between the school administrator, other teachers and the Primary Mathematics Teacher. | 10, 16, 9 | A, E, G |
| 9. Students prepares and implements classroom guidance plans and programs. | 10, 16, 9 | A, E, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course and introduction of the resources to be used in the course | |
| 2 | Basic concepts and terms related to counseling in schools | The relevant chapter should be read from the recommended book for the course. |
| 3 | The place of guidance and psychological counseling (RPD) services in education | The relevant chapter should be read from the recommended book for the course. |
| 4 | Guidance and counseling in the world and Turkey's historical development | The relevant chapter should be read from the recommended book for the course. |
| 5 | The philosophy, purpose, principles, and program of the developmental guidance model (comprehensive developmental RPD program) | The relevant chapter should be read from the recommended book for the course. |
| 6 | Basic services / interventions for guidance in schools | The relevant chapter should be read from the recommended book for the course. |
| 7 | The role and function of teachers in classroom guidance | The relevant chapter should be read from the recommended book for the course. |
| 8 | Competencies to be gained in educational, professional, personal and social fields within the scope of RPD services | The relevant chapter should be read from the recommended book for the course. |
| 9 | Cooperation between school principal and teachers, guidance counselor and psychological counselor | The relevant chapter should be read from the recommended book for the course. |
| 10 | Explaining how RPD plans and programs are prepared | The relevant chapter should be read from the recommended book for the course. |
| 11 | Counseling practices and examples in pre-school education | The relevant chapter should be read from the recommended book for the course. |
| 12 | Students' preparing plans for the field and evaluating the plans - 1 | The relevant chapter should be read from the recommended book for the course. |
| 13 | Students' preparing plans for the field and evaluating the plans - 2 | The relevant chapter should be read from the recommended book for the course. |
| 14 | Students' preparing plans for the field and evaluating the plans - 3 | The relevant chapter should be read from the recommended book for the course. |
| Resources |
| Okullarda Psikolojik Danışma ve Rehberlik (SÜLEYMAN Doğan) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | ||||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | ||||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | ||||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
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 | 7 | 1 | 7 | |||
| Resolution of Homework Problems and Submission as a Report | 6 | 2 | 12 | |||
| Term Project | 4 | 1 | 4 | |||
| Presentation of Project / Seminar | 3 | 2 | 6 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 1 | 14 | |||
| Performance Task, Maintenance Plan | 5 | 1 | 5 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| GUIDANCE in SCHOOLS | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Nadire Gülçin YILDIZ |
| Name of Lecturer(s) | Assoc.Prof. Ahmet Faruk LEVENT |
| Assistant(s) | |
| Aim | The aim of this course is to introduce the fields of guidance services to prospective teachers and to prepare them for the functional fulfillment of these services. At the end of this course, students recognize guidance as a branch, learn the service areas of guidance unit, and distinguish the roles and functions of counselors and other educators who carry out guidance services. Gains a comprehensive awareness about guidance programs within the Turkish National Education system. |
| Course Content | This course contains; Introduction of the course and introduction of the resources to be used in the course,Basic concepts and terms related to counseling in schools,The place of guidance and psychological counseling (RPD) services in education,Guidance and counseling in the world and Turkey's historical development,The philosophy, purpose, principles, and program of the developmental guidance model (comprehensive developmental RPD program),Basic services / interventions for guidance in schools,The role and function of teachers in classroom guidance,Competencies to be gained in educational, professional, personal and social fields within the scope of RPD services,Cooperation between school principal and teachers, guidance counselor and psychological counselor,Explaining how RPD plans and programs are prepared,Counseling practices and examples in pre-school education,Students' preparing plans for the field and evaluating the plans - 1,Students' preparing plans for the field and evaluating the plans - 2,Students' preparing plans for the field and evaluating the plans - 3. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Students understand the value of school counseling services in school and education. | 10, 16, 9 | A, E, G |
| 2. Students understand and explain theorethical foundation of the developmental counseling model. | 10, 16, 9 | A, E, G |
| 3. Students expresses the purpose of the developmental counseling model. | 10, 16, 9 | A, E, G |
| 4. Students implement the principles of the developmental counseling model. | 10, 16, 9 | A, E, G |
| 5. Students carry-out applications for the education program within the framework of the comprehensive developmental guidance model. | 10, 16, 9 | A, E, G |
| 6. Students explain the basic services / interventions of the developmental counseling model. | 10, 16, 9 | A, E, G |
| 7. Distinguish the teachers' and guidance counselors' roles and functions. | 10, 16, 9 | A, E, G |
| 8. Students understand that the guidance counselor organizes the collaboration between the school administrator, other teachers and the Primary Mathematics Teacher. | 10, 16, 9 | A, E, G |
| 9. Students prepares and implements classroom guidance plans and programs. | 10, 16, 9 | A, E, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course and introduction of the resources to be used in the course | |
| 2 | Basic concepts and terms related to counseling in schools | The relevant chapter should be read from the recommended book for the course. |
| 3 | The place of guidance and psychological counseling (RPD) services in education | The relevant chapter should be read from the recommended book for the course. |
| 4 | Guidance and counseling in the world and Turkey's historical development | The relevant chapter should be read from the recommended book for the course. |
| 5 | The philosophy, purpose, principles, and program of the developmental guidance model (comprehensive developmental RPD program) | The relevant chapter should be read from the recommended book for the course. |
| 6 | Basic services / interventions for guidance in schools | The relevant chapter should be read from the recommended book for the course. |
| 7 | The role and function of teachers in classroom guidance | The relevant chapter should be read from the recommended book for the course. |
| 8 | Competencies to be gained in educational, professional, personal and social fields within the scope of RPD services | The relevant chapter should be read from the recommended book for the course. |
| 9 | Cooperation between school principal and teachers, guidance counselor and psychological counselor | The relevant chapter should be read from the recommended book for the course. |
| 10 | Explaining how RPD plans and programs are prepared | The relevant chapter should be read from the recommended book for the course. |
| 11 | Counseling practices and examples in pre-school education | The relevant chapter should be read from the recommended book for the course. |
| 12 | Students' preparing plans for the field and evaluating the plans - 1 | The relevant chapter should be read from the recommended book for the course. |
| 13 | Students' preparing plans for the field and evaluating the plans - 2 | The relevant chapter should be read from the recommended book for the course. |
| 14 | Students' preparing plans for the field and evaluating the plans - 3 | The relevant chapter should be read from the recommended book for the course. |
| Resources |
| Okullarda Psikolojik Danışma ve Rehberlik (SÜLEYMAN Doğan) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | ||||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | ||||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | ||||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |