Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| GUIDANCE in SCHOOLS | - | 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 | Assoc.Prof. Nadire Gülçin YILDIZ |
| Name of Lecturer(s) | Assist.Prof. Yelda YILDIZ ÖNAL |
| 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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 | 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 | - | 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 | Assoc.Prof. Nadire Gülçin YILDIZ |
| Name of Lecturer(s) | Assist.Prof. Yelda YILDIZ ÖNAL |
| 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |