| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Guıdance In Schools | MB404 | Turkish | Compulsory | 8. Semester | 2 + 0 | 2.0 | 3.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Face-to-Face |
| Course Coordinator | Dr. Öğr. Üyesi Pınar ÖZDEMİR YILMAZ |
| Instructor(s) | |
| Goals | Thepurpose of thiscourse is to help students to gain sight about the purpose of guidance services in various settings-particularly educational ones, its importance, functions, goals, types, guidance services organization and the duties of the personnel. |
| Course Content | History of guidance and counseling, guidance and counseling services, importance, aims and types of guidance and counseling, measurements techniques, organization and personnel of guidance and counseling services in various settings-particularly educationalones. |
| # | Öğrenme Kazanımı |
| 1 | Articulate the importance of and need for guidance services in schools. |
| 2 | Explain the purpose of counseling services. |
| 3 | Discuss the role of guidance/counseling in contemporary education. |
| 4 | Explain principles and concepts in guidance/counseling. |
| 5 | Discuss the functions and content of guidance services. |
| 6 | Articulate contents and purpose of psychological counseling. |
| 7 | Apply measurements instruments in collaboration with guidance services |
| 8 | Articulate organization and duties of personnel in guidance. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Basic concepts of counseling and guidance, purpose of counseling and guidance | Preparation, After Class Study, Interview |
| 2. Week | Contemporary education and guidance, History of guidance and counseling in USA, Europe and Turkey | Preparation, After Class Study, Interview |
| 3. Week | The Concept of Self-Actualization - Maslow's Hierarchy of Needs and humanistic psychology, principles of guidance | Interview, Preparation, After Class Study |
| 4. Week | Student counseling and guidance services, education and counseling relationship | Preparation, After Class Study, Interview |
| 5. Week | Scope of guidance, counseling models, types of guidance | Preparation, After Class Study, Interview |
| 6. Week | Educational guidance | Interview, Preparation, After Class Study |
| 7. Week | Vocational guidance | Interview, Preparation, After Class Study |
| 8. Week | Vocational guidance | Preparation, After Class Study, Presentation (Preparation), Interview |
| 9. Week | Personal guidance | Research, Interview, Preparation, After Class Study |
| 10. Week | Counseling and counseling theories | Preparation, After Class Study, Interview |
| 11. Week | Classroom guidance unit and program examples | Interview, Preparation, After Class Study, Research |
| 12. Week | Measuremen tmethods | Interview, Practice, Preparation, After Class Study |
| 13. Week | Measurement methods II | Preparation, After Class Study, Practice |
| 14. Week | General Review of the Semester | Preparation, After Class Study, Interview |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Understands the interaction between the disciplines related to the field of classroom teaching. | ✔ | |||||
| 2 | Approaches the information about the field of classroom teaching with a critical perspective. | ✔ | |||||
| 3 | Uses the necessary computer software in the field of classroom teaching. | ✔ | |||||
| 4 | Internalizes the skills developed in the field of classroom teaching and uses them in interdisciplinary studies. | ✔ | |||||
| 5 | Knows and applies the basic skills that a child at primary school level should have. | ✔ | |||||
| 6 | Is aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based and reflects these theories in their practices. | ✔ | |||||
| 7 | Is aware of the attitude, responsibility, and ethical values related to the teaching profession and behaves accordingly. | ✔ | |||||
| 8 | Plans, implements, and evaluates the learning-teaching process effectively, considering the curricula' basic concepts, principles, and characteristics. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | DK7 | DK8 |
|---|---|---|---|---|---|---|---|---|
| PY1 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| PY2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| PY3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| PY4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| PY5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| PY6 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| PY7 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY8 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| Ders Kitabı veya Notu |
|
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 1 | 10 | 10 |
|
Ders Dışı |
Preparation, After Class Study | 2 | 7 | 14 |
| Research | 1 | 22 | 22 | |
| Interview | 1 | 1.5 | 1.5 | |
| Presentation (Preparation) | 2 | 3 | 6 | |
| Other Activities | 1 | 21 | 21 | |
|
Sınavlar |
Midterm 1 | 1 | 1 | 1 |
| Final | 1 | 1 | 1 | |
| Total Workload | 76.5 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 3.0 | ||
