Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GUIDANCE in SCHOOLS | İM4211058 | Spring 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 | Assist.Prof. Yelda YILDIZ ÖNAL |
| Name of Lecturer(s) | Lect.Dr. Burcu DOK |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Students understand the value of school counseling services in school and education. | 10, 16, 9 | C |
| 2. Students understand and explain theorethical foundation of the developmental counseling model. | 10, 16, 9 | C |
| 3. Students expresses the purpose of the developmental counseling model. | 10, 16, 9 | C |
| 4. Students implement the principles of the developmental counseling model. | 10, 16, 9 | C |
| 5. Students carry-out applications for the education program within the framework of the comprehensive developmental guidance model. | 10, 16, 9 | C |
| 6. Students explain the basic services / interventions of the developmental counseling model. | 10, 16, 9 | C |
| 7. Distinguish the teachers' and guidance counselors' roles and functions. | 10, 16, 9 | C |
| 8. Students understand that the guidance counselor organizes the collaboration between the school administrator, other teachers and the Primary Mathematics Teacher. | 10, 16, 9 | C |
| 9. Students prepares and implements classroom guidance plans and programs. | 10, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
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); & NAZLI SERAP, Yayın Yeri:Anı yayıncılık, Basım sayısı:8, Sayfa sayısı:629, ISBN:605443440-3, |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
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 | İM4211058 | Spring 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 | Assist.Prof. Yelda YILDIZ ÖNAL |
| Name of Lecturer(s) | Lect.Dr. Burcu DOK |
| 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. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Students understand the value of school counseling services in school and education. | 10, 16, 9 | C |
| 2. Students understand and explain theorethical foundation of the developmental counseling model. | 10, 16, 9 | C |
| 3. Students expresses the purpose of the developmental counseling model. | 10, 16, 9 | C |
| 4. Students implement the principles of the developmental counseling model. | 10, 16, 9 | C |
| 5. Students carry-out applications for the education program within the framework of the comprehensive developmental guidance model. | 10, 16, 9 | C |
| 6. Students explain the basic services / interventions of the developmental counseling model. | 10, 16, 9 | C |
| 7. Distinguish the teachers' and guidance counselors' roles and functions. | 10, 16, 9 | C |
| 8. Students understand that the guidance counselor organizes the collaboration between the school administrator, other teachers and the Primary Mathematics Teacher. | 10, 16, 9 | C |
| 9. Students prepares and implements classroom guidance plans and programs. | 10, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
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); & NAZLI SERAP, Yayın Yeri:Anı yayıncılık, Basım sayısı:8, Sayfa sayısı:629, ISBN:605443440-3, |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | X | |||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | X | |||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | X | |||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |