1	Course Title:	GUIDANCE PRACTICES IN PRIMARY LEVEL
2	Course Code:	SIN6101
3	Type of Course:	Compulsory
4	Level of Course:	Third Cycle
5	Year of Study:	1
6	Semester:	1
7	ECTS Credits Allocated:	8
8	Theoretical (hour/week):	3
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Prof. Dr. ASUDE BİLGİN
16	Course Lecturers:	Yok.
17	Contactinformation of the Course Coordinator:	Prof. Dr. Asude Bilgin asudebilgin@uludag.edu.tr 0224 2942283
18	Website:
19	Objective of the Course:	The aim of this course is to contribute students to develope knowledge, comprehension and attitudes towards guidance applications in elemantary teaching related with the issues in learning, curriculum development, school managment.The course also aims to motivate students to write a research paper reflecting the current problems in guidance applications in elemantary teaching.
20	Contribution of the Course to Professional Development	Students who take this course will gain knowledge and experience about counseling practices in primary schools and gain awareness skills for their students who will need guidance in their professional lives.

21

Learning Outcomes:

1 Students will be able to comprehend the aim and the importance of the guidance applications in elemantary teaching.; 2 Students will be able to comprehend the importance of the teacher roles in educational guidance applications. ; 3 Students will be able to evaluate the relationship between guidance applications and teaching programs.; 4 Students will be able to analyze the problems facing in guidance applications in elemantary teaching.; 5 Students will be able to apply the teaching and learning activities in accordance with the guidance applications in elemantary teaching.; 6 URelevant to learning outcomes of 2, 3, and 4, students will be able to write a research paper reflecting the current problems in guidance applications in elemantary teaching.;

22	Course Content:

Week	Theoretical	Practical
1	The place and importance of student personality services in contemporary education. Introducing the concept of counseling in student personality services.
2	Services covered by guidance (getting to know the individual, giving information, psychological counseling, placement, monitoring), the relationship of guidance with teaching, developments that require the emergence of guidance.
3	Developments in counseling: Parsonian model, counseling approach integrated with the training process, clinical approach (feature-factor approach), guidance as a decision-aid process and developmental guidance. A developmental approach to contemporary guidance services.
4	History of guidance in Turkeyand basic priciples of guidance.
5	Main types of services in guidance: Guidance according to the number of individuals, according to their basic functions, service areas, problem areas, and educational levels.
6	Knowing the individual; Explanation of physical, cognitive, emotional, social and sexual characteristics and developmental processes.
7	Individual recognition techniques: Test techniques. Ability, achievement, personality, interest and attitude tests. The main tests used in guidance.
8	Individual recognition techniques: Non-test techniques. Observation, autobiography, sociometry, who is this technique, problem scanning technique, case study and batch file.
9	Giving information: Educational guidance. Giving information about the school and its environment, efficient study methods, higher education institutions.
10	Giving information: Vocational guidance. Main approaches in vocational guidance. Feature factor theory, psychoanalytic approach, Roe's needs theory, Holland's theory.
11	Vocational development theories of Ginzberg and Super. Information about professions.
12	Giving information: Personal guidance. To explain and discuss personality development through certain personality theories
13	Individual presentations: Sharing the original guidance techniques developed by the students.
14	Continuation of the presentations of the students and general evaluation discussions afterwards.

23	Textbooks, References and/or Other Materials:	Fundamentals of Guidance and Counselling: A Handbook for College and University Instruction Paperback – May 18, 2016 by Prisca Jepchirchir Tarus (Author), Jeniffer C. Barngeny (Author), Lenna Jelagat Kurui (Author)
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	0	0
Quiz	0	0
Homeworks, Performances	14	40
Final Exam	1	60
Total	15	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course	Individual presentations and final exam
Information	Absolute evaluation is made.

25

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	3	42
Practicals/Labs	0	0	0
Self Study and Preparation	10	4	40
Homeworks, Performances	14	10	140
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	0	0	0
Others	0	0	0
Final Exams	1	20	20
Total WorkLoad			242
Total workload/ 30 hr			8,07
ECTS Credit of the Course			8

26	CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
PQ1 PQ2 PQ3 PQ4 PQ5 PQ6 LO1 4 1 3 1 1 2 LO2 1 3 1 2 2 2 LO3 2 1 2 1 1 2 LO4 2 1 2 2 1 2 LO5 2 2 1 1 2 1 LO6 2 2 1 1 1 2

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High