| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Guıdance | EBB 401 | 7 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Doç.Dr. ÜMİT SAHRANÇ |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assıstant Erol Uğur |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | To have a knowledge of the prnciples and objectives of guidance, to appreciate the importance of guidance in the modern era. |
| Dersin İçeriği | Basics of Psychology Counselling and Guidance, Psychology Counselling and Guidance, Aims of Guidance, Principles of Guidance, Ethic Basics of Psychology Counselling and Guidance, Arch in Psychology Counselling and Guidance |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | The student will be able to explain the primary terms in the field of psychological counselling and guidance | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 2 | Appreciate the importance and function of psychological counselling and guidance in the field of education | Question-Answer, Drilland Practice, Discussion, Lecture, | Testing, Homework, |
| 3 | Diagnose the similarities and differences between service areas of psychological counselling and guidance | Lecture, Discussion, Drilland Practice, Question-Answer, | Homework, Testing, |
| 4 | Gain an insight into the branch of psychological counselling and guidance | Question-Answer, Drilland Practice, Discussion, Lecture, | Testing, Homework, |
| 5 | Help teachers enhance their abilities at perorming their duties. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 6 | Evaluate the sevices of psychological counselling and guidance in the light of current developments. | Discussion, Drilland Practice, Lecture, Question-Answer, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction: Definition, Objectives and Context of Guidance | |
| 2 | The Foundations of psychological counselling and guidance | |
| 3 | Psychological counselling and guidance, vocational guidance | |
| 4 | The Objectives of Guidance, Educational Guidance | |
| 5 | The Principles of Guidance | |
| 6 | Pupil Personnel Services and Guidance | |
| 7 | Midterm | |
| 8 | Developing psychological counselling and guidance | |
| 9 | Developing psychological counselling and guidance | |
| 10 | Psychological counselling and psychotherapy | |
| 11 | Psychological counselling and ethical considerations of guidance | |
| 12 | Psychological counselling and Investigation in Guidance | |
| 13 | Psychological counselling and Evaluation in Guidance | |
| 14 | Revision |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları |
KARAHAN Fikret, SARDOĞAN Mehmet, Psikolojik Danışma Ve Psikoterapide Kuramlar, Nobel Yayınları, Ankara,2000. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. | X | |||||
| 2 | Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. | X | |||||
| 3 | They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. | X | |||||
| 4 | They inform to audiences about special education and teaching skills, explain thinks to them. | X | |||||
| 5 | They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. | X | |||||
| 6 | They take the responsibiliy of unexpected events in his job and try to find solutions. | X | |||||
| 7 | They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. | X | |||||
| 8 | They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). | X | |||||
| 9 | Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. | X | |||||
| 10 | X | ||||||
| 11 | X | ||||||
| 12 | X | ||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ödev | 100 |
| 1. Kısa Sınav | 0 |
| 2. Kısa Sınav | 0 |
| 1. Ara Sınav | 0 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 40 |
| 1. Final | 60 |
| 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 | 3 | 48 |
| Mid-terms | 1 | 8 | 8 |
| Quiz | 2 | 4 | 8 |
| Assignment | 1 | 6 | 6 |
| Final examination | 1 | 8 | 8 |
| Toplam İş Yükü | 126 | ||
| Toplam İş Yükü / 25 (Saat) | 5,04 | ||
| Dersin AKTS Kredisi | 5 | ||