The aim of this course is to introduce students to the area, principles, service areas, and types of guidance.
Course Content
This course contains; Introduction to the course,Definition and history of Guidance,Principles and Aims of Guidance,Misunderstandings in Guidance,Individual Personality Services and Guidance,The Relationship between Guidance and Education,Types of Guidance,Vocational Counseling,The Developmental Approach in Guidance,Communication in Guidance,Psychological Counseling Approaches,Guidance in Special Education,Organization of Guidance Services,Revision.
Course Learning Outcomes
Teaching Methods
Assessment Methods
The students define guidance and explain its history.
10, 16, 9
F
The students gain insight into the principles and purpose of guidance.
10, 16, 9
F
Students explain the place and importance of counseling in student personality services.
10, 16, 9
F
Students associate guidance with education.
10, 16, 9
F
Students gain knowledge of types of approaches in vocational counseling.
10, 16, 9
F
Students explain developmental and psychological counseling approaches in counseling.
1. Psikolojik Danışma ve Rehberlik, Editörler M. Engin Deniz ve Atılgan Erözkan, Pegem Akademi, 2017
2. Rehberlik- Editörler: Prof. Dr.Sırrı Akbaba ve Doç.Dr.Asude Bilgin. Lisans Yayınları 2009.
3. Coleman, L. J., & Cross, T. L. (2021). Being gifted in school: An introduction to development, guidance, and teaching. Routledge.
4.Dianovi, A., Siregar, D., Mawaddah, I., & Suryaningsih, S. (2022). Guidance and Counselling in Education. World, 1(2).
5.Sitinjak, C., & Canu, Z. (2023). The Importance of Guidance and Counseling In Effective School Learning. Jurnal Ilmiah Global Education, 4(1), 12-19.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language.
X
2
Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally.
X
3
Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences.
X
4
Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings.
X
5
Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account.
X
6
Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes.
X
7
Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions.
X
8
Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives.
X
9
Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations.
X
10
Critically evaluates professional practices and identifies learning needs in line with continuous professional development.
X
11
Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings.
X
12
Identifies professional development needs in the field and undertakes responsibility for lifelong learning.
X
13
Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality.
X
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
2
4
8
Resolution of Homework Problems and Submission as a Report
6
3
18
Term Project
1
6
6
Presentation of Project / Seminar
1
10
10
Quiz
0
0
0
Midterm Exam
1
6
6
General Exam
1
10
10
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
86
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(86/30)
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
ELT4212104
Spring Semester
2+0
2
3
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
English
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Prof.Dr. Ahmet ŞİRİN
Name of Lecturer(s)
Prof.Dr. Ahmet ŞİRİN
Assistant(s)
Aim
The aim of this course is to introduce students to the area, principles, service areas, and types of guidance.
Course Content
This course contains; Introduction to the course,Definition and history of Guidance,Principles and Aims of Guidance,Misunderstandings in Guidance,Individual Personality Services and Guidance,The Relationship between Guidance and Education,Types of Guidance,Vocational Counseling,The Developmental Approach in Guidance,Communication in Guidance,Psychological Counseling Approaches,Guidance in Special Education,Organization of Guidance Services,Revision.
Course Learning Outcomes
Teaching Methods
Assessment Methods
The students define guidance and explain its history.
10, 16, 9
F
The students gain insight into the principles and purpose of guidance.
10, 16, 9
F
Students explain the place and importance of counseling in student personality services.
10, 16, 9
F
Students associate guidance with education.
10, 16, 9
F
Students gain knowledge of types of approaches in vocational counseling.
10, 16, 9
F
Students explain developmental and psychological counseling approaches in counseling.
1. Psikolojik Danışma ve Rehberlik, Editörler M. Engin Deniz ve Atılgan Erözkan, Pegem Akademi, 2017
2. Rehberlik- Editörler: Prof. Dr.Sırrı Akbaba ve Doç.Dr.Asude Bilgin. Lisans Yayınları 2009.
3. Coleman, L. J., & Cross, T. L. (2021). Being gifted in school: An introduction to development, guidance, and teaching. Routledge.
4.Dianovi, A., Siregar, D., Mawaddah, I., & Suryaningsih, S. (2022). Guidance and Counselling in Education. World, 1(2).
5.Sitinjak, C., & Canu, Z. (2023). The Importance of Guidance and Counseling In Effective School Learning. Jurnal Ilmiah Global Education, 4(1), 12-19.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language.
X
2
Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally.
X
3
Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences.
X
4
Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings.
X
5
Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account.
X
6
Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes.
X
7
Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions.
X
8
Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives.
X
9
Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations.
X
10
Critically evaluates professional practices and identifies learning needs in line with continuous professional development.
X
11
Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings.
X
12
Identifies professional development needs in the field and undertakes responsibility for lifelong learning.
X
13
Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality.
