Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | MB-ZR16 | Guidance in Schools | Compulsory | 4 | 7 | 3 |
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Level of Course Unit |
First Cycle |
Objectives of the Course |
The aim of this course is to enable pre-service teachers to have knowledge about the purpose, importance, function, scope, types and duties of guidance personnel in different organizations and especially in schools. |
Name of Lecturer(s) |
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Learning Outcomes |
1 | 1. understand the place and importance of guiding and counseling services in schools. | 2 | 2. get ideas about personal services for students in schools. | 3 | 3. get knowledge and skills about techniques of getting to know student | 4 | 4. get preliminary knowledge about future guiding practices in schools | 5 | 5. explain the relationship between counseling and guiding. |
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Mode of Delivery |
Normal Education |
Prerequisites and co-requisities |
None |
Recommended Optional Programme Components |
None |
Course Contents |
The role of guidance and counseling (RPD) services in education; the philosophy, purpose, principles and program of the developmental guidance model (comprehensive developmental RPD program); basic services / interventions; the role and function of teachers in classroom guidance; Competences to be acquired in educational, professional, personal and social areas within the scope of RPD services; cooperation between school principal and teachers and guidance counselor and counselor; preparation and implementation of classroom RPD plans and programs. |
Weekly Detailed Course Contents |
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1 | Guidance Definition, Objectives, Scope | | | 2 | Foundations of PsychologicalCounselingandGuidance | | | 3 | PsychologicalCounselingandGuidance, VocationalGuidance | | | 4 | Guidance Objectives | | | 5 | Educational Guidance | | | 6 | Principles of guidance | | | 7 | Student Personality and Guidance Services | | | 8 | Mid-termexam | | | 9 | Development of Psychological Counseling and Guidance | | | 10 | Psychological Counseling and Psychotherapy | | | 11 | Psychological Counseling and Guidance Code of Ethics | | | 12 | Psychological Counseling and Guidance Research | | | 13 | Psychological Counseling and Guidance Research | | | 14 | Psychological Counseling and GuidanceRating | | | 15 | Psychological Counseling and Guidance Rating | | | 16 | General Examination | | |
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Recommended or Required Reading |
Karahan, F. ve Sardoğan, M. (2000). Psikolojik Danışma ve Psikoterapide Kuramlar, Nobel Yayınları, Ankara. * Kuzgun, Y. (2011). Rehberlik ve Psikolojik Danışma, Nobel Yayınları, Ankara. * Tan, H. (1990). Psikolojik Yardım İlişkileri Danışma ve Pisikoterapi, Milli Eğitim Bakanlığı Yayınları, Ankara. * Yeşilyaprak, B. (2009). Eğitimde Rehberlik Hizmetleri, Nobel Yayınları |
Planned Learning Activities and Teaching Methods |
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Assessment Methods and Criteria | |
Midterm Examination | 1 | 100 | SUM | 100 | |
Final Examination | 1 | 100 | SUM | 100 | Term (or Year) Learning Activities | 40 | End Of Term (or Year) Learning Activities | 60 | SUM | 100 |
| Language of Instruction | Turkish | Work Placement(s) | None |
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Workload Calculation |
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Final Examination | 1 | 2 | 2 |
Attending Lectures | 13 | 2 | 26 |
Individual Study for Mid term Examination | 1 | 19 | 19 |
Individual Study for Final Examination | 2 | 15 | 30 |
Reading | 1 | 13 | 13 |
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Contribution of Learning Outcomes to Programme Outcomes |
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* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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