Prof.Dr. M.Emin AY, Prof. Dr. M. Akif KILAVUZ, Prof. Dr. İsmail SAĞLAM, Doç.Dr. Turgay GÜNDÜZ, Dr. Öğr. Üyesi Ümmügül Betül KANBUROĞLU ERGÜN
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Contactinformation of the Course Coordinator:
1-Doç. Dr. Mehmet ŞANVER mehmetsanver@hotmail.com 60114, Cep.: 0532 207 56 31 2-Doç. Dr. Naci KULA mnacikula@uludag.edu.tr
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Website:
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Objective of the Course:
The main purpose of the guidance course; To help prospective teachers who will work at different educational levels gain the necessary knowledge, skills and attitudes about personal, educational and vocational guidance. Within the scope of this course, student personality services and the place of guidance in these services, the definition of guidance, the purpose of its types, guidance services in schools (psychological counseling, orientation, getting to know the individual, information gathering and dissemination, orientation and placement, monitoring and evaluation, consultation), basic principles of guidance Topics such as educational guidance, personal guidance, vocational guidance and individual recognition techniques are discussed.
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Contribution of the Course to Professional Development
Contribution to academic development
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Learning Outcomes:
1
Learning the definition of guidance, understanding its place and importance in education.;
2
To be able to comprehend the understanding of RPD in schools and misunderstandings in RPD.;
3
To know the role and importance of the teacher in RPD at every education level.;
4
To be able to explain the purpose of educational, personal and guidance services and the services to be provided in these areas.;
5
To be able to explain what individual recognition techniques are and how they are applied.;
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Course Content:
Week
Theoretical
Practical
1
The place and importance of student personality services in contemporary education.
Student Personality Services
2
Purpose, basis and principles of guidance. Guidance services in schools.
3
Guidance services in the education process. Guidance services in preschool education.
4
Guidance services in primary education.
Guidance services in secondary education.
5
Developmental guidance approach and comprehensive developmental guidance programs.
6
Types of guidance: Personal guidance.
7
Personal guidance services in the education process
8
Types of guidance: Educational guidance.
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Midterm
10
Personal guidance services in the education process
11
Types of guidance: Vocational guidance.
12
Vocational guidance services in the education process
13
Recognition techniques
14
Recognition techniques
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Textbooks, References and/or Other Materials:
-YEŞİLYAPRAK, B. (2009). Eğitimde Rehberlik Hizmetleri, Nobel Yay. -KUZGUN, Y. (Ed.). (2001). İlköğretimde Rehberlik, Nobel Yay. -CAN, G. (Ed.). (2003). Psikolojik Danışma ve Rehberlik, Nobel Yay.
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Assesment
TERM LEARNING ACTIVITIES
NUMBER
PERCENT
Midterm Exam
1
40
Quiz
0
0
Homeworks, Performances
0
0
Final Exam
1
60
Total
2
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
Measurement and evaluation is carried out according to the priciples of Bursa uludag University Associate and Undergraduate Education Regulation.
Information
Evaluations, by evaluating the classroom activities of the students during the term with rubrics; At the end of the semester, traditional (tests or written exams) and alternative (concept map, meaning analysis table, structured grid) assessment and evaluation methods will be used.
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ECTS / WORK LOAD TABLE
Activites
NUMBER
TIME [Hour]
Total WorkLoad [Hour]
Theoretical
14
3
42
Practicals/Labs
0
0
0
Self Study and Preparation
14
3
42
Homeworks, Performances
0
0
0
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
1
2
2
Others
0
0
0
Final Exams
1
96
96
Total WorkLoad
182
Total workload/ 30 hr
6,07
ECTS Credit of the Course
6
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CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
