| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Turkısh Educatıon Hıstory | EBB 114 | 2 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Doç.Dr. SUBHAN EKŞİOĞLU |
| Dersi Verenler | |
| Dersin Yardımcıları | Res.Assist. Serhat Arslan |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | Understanding the importance of educational perspective of Turkish education history. Knowledge processes of the Turkish educational history. Understanding the individual and social benefits of the Turkish education history and contributions to the profession of teaching. |
| Dersin İçeriği | Education in Central Asian Turkish states Education in Muslim Turkish States Primary, secondary and higher Education in Great Seljuks Madrasahs Educational reform movements During the Ottoman empire period Modernisation of education reform until the period of the Republican During the Ottoman empire period. Philosophical foundations of education system in the Republican era and Tevhidi Tedrisat Law. The structure of today´s Turkish education system. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Knowledge of developmental processes of Turkish Education system. | Lecture, Question-Answer, Discussion, | Homework, Portfolio, |
| 2 | Explain the reasons the importance of knowing of history of education in terms of the individual and the teaching profession. | Question-Answer, Discussion, | Homework, Portfolio, |
| 3 | Knowledge of historical facts in Turkish education. | Lecture, Question-Answer, | Homework, Portfolio, |
| 4 | Analyze the problems of education. | Discussion, Group Study, Problem Solving, | Homework, Portfolio, |
| 5 | Propose solutions to social and educational problems. | Group Study, Self Study, | Homework, Portfolio, Performance Task, |
| 6 | Lecture, Question-Answer, Case Study, Self Study, | Project / Design, Portfolio, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Education in Central Asian Turkish states | |
| 2 | Education in Muslim Turkish States | |
| 3 | Primary, secondary and higher Education in Great Seljuks | |
| 4 | Madrasahs | |
| 5 | Educational reform movements During the Ottoman empire period | |
| 6 | Modernisation of education movement in from Ottoman era untill the Republican | |
| 7 | Midterm exam | |
| 8 | The first legal regulations and new insights on Education | |
| 9 | Philosophical foundations of education system in the Republican era and Tevhidi Tedrisat Law | |
| 10 | Educational philosophy of Ataturk | |
| 11 | Primary, secondary, higher education and teacher training in Republican era | |
| 12 | The main educational thinkers of the Republican era | |
| 13 | The structure of the Turkish education system at the present time | |
| 14 | Final exam |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. | X | |||||
| 2 | • They use the terminology of guidance and counseling by adhering to grammar rules of the native language | X | |||||
| 3 | • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts. | X | |||||
| 4 | • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture. | X | |||||
| 5 | • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field. | X | |||||
| 6 | • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance. | X | |||||
| 7 | • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. | X | |||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | ||||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | X | |||||
| 9 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 9 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | ||||||
| 9 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 10 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 11 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | ||||||
| 12 | • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. | ||||||
| 13 | • They plan individual and group counseling sessions by deciding on the needs of their clients. | ||||||
| 14 | • They take into account the consultant and situation-specific conditions while planning the psychological counseling process. | ||||||
| 15 | • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. | ||||||
| 16 | • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. | ||||||
| 17 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | ||||||
| 18 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | ||||||
| 19 | • They know the scope of school guidance and psychological services and serve school stakeholders within this context. | ||||||
| 20 | • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. | ||||||
| 21 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | ||||||
| 22 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | ||||||
| 23 | • They offer psychological counseling assistance after traumatic events that may occur at the national or local level. | ||||||
| 24 | • They take into consideration spiritual and universal values while conducting the psychological aid process. | ||||||
| 25 | • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. | ||||||
| 26 | • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. | ||||||
| 27 | • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling. | ||||||
| 28 | • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group. | ||||||
| 29 | • They implement a guidance program for treatment of developmental crises that may arise during life span. | ||||||
| 30 | They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling. | ||||||
| 31 | • They develop professional attitudes in accordance with the basic principles of human relations and communication. | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 40 |
| 1. Kısa Sınav | 20 |
| 1. Ödev | 25 |
| 2. Kısa Sınav | 15 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 2 | 10 | 20 |
| Assignment | 1 | 5 | 5 |
| Project / Design | 1 | 5 | 5 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 130 | ||
| Toplam İş Yükü / 25 (Saat) | 5,2 | ||
| Dersin AKTS Kredisi | 5 | ||