Doç. Dr. Hacer Belen hacerbelen@uludag.edu.tr Bursa Uludağ Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Bölümü Görükle-Bursa
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Website:
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Objective of the Course:
The main aim of the course is to help prospective teachers who will work in different educational levels to gain the necessary knowledge, skills and attitudes about personal, educational and vocational guidance. Within the scope of this course, the class offers information regarding student personality services, definition, types and purpose of guidance, guidance services in schools (e.g., psychological counseling, orientation, consultation), basic guidance principles, educational guidance, personal guidance, vocational guidance and individual recognition techniques etc.
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Contribution of the Course to Professional Development
The course contributes to the teaching of the basic principles that prospective teachers should pay attention to in terms of pedagogical attention, the services provided by the guidance services in schools and the basic service areas of guidance, and the teacher candidates get to know these services and this course makes it easier for them and especially their students to benefit from these services when they start their career.
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Learning Outcomes:
1
To learn the definition, principles and foundations of guidance;
2
To Know the aims, scope and applications of educational, personal-social and vocational guidance according to their development levels.;
3
To know the organization of guidance services, the roles and duties of the psychological counselor;
4
To know what individual recognition techniques.;
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Course Content:
Week
Theoretical
Practical
1
Student Personality Services and Guidance Services in Schools
2
Guidance and Counseling Services in Schools
3
Guidance and Counseling Services in Schools
4
Comprehensive Developmental Guidance and Counseling Programs
5
Comprehensive Developmental Guidance and Counseling Programs
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Personal Guidance
7
Personal Guidance in Schools with Minors and Adolescents
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Educational Guidance in Schools
9
Educational Guidance in Schools with Minors and Adolescents
10
Vocational Guidance in Schools
11
Vocational Guidance in Schools with Minors and Adolescents
12
Individual Recognition Techniques
13
Evaluation of the Class
14
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Textbooks, References and/or Other Materials:
Yeşilyaprak, B. (2001). Eğitimde Rehberlik Hizmetleri. Ankara: Nobel Kuzgun, Y. (2009). Rehberlik ve Psikolojik Danışma. Ankara: Nobel Kaya,A. (2007). Psikolojik Danışma ve Rehberlik. Ankara:Anı İşmen Gazioğlu, E., Mertol İlgar, Ş. (2008). Öğretmen ve Öğretmen Adayları için Rehberlik. Ankara: Pegem Akademi. Can, G. (2015). Psikolojik Danışma ve rehberlik. Ankara: Pegem Akademi
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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
Mid-term and Final Exams with Multiple Choice Questions
Information
Relative Assessment
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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
2
28
Homeworks, Performances
0
0
0
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
1
25
25
Others
0
0
0
Final Exams
1
25
25
Total WorkLoad
120
Total workload/ 30 hr
4
ECTS Credit of the Course
4
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CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
