| PSYCHOLOGICAL COUNSELING AND GUIDANCE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS1101 | Introduction to Education | Spring Fall |
2 | 0 | 2 | 3 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
| Course Lecturer(s): |
Dr. Öğr. Üyesi NİHAL YURTSEVEN Dr. Öğr. Üyesi SABİHA DULAY |
| Course Objectives: | To develop a general understanding regarding the field of education. and introduce the students with the basics of educational sociology, philosophy, pioneers and history. |
|
The students who have succeeded in this course; The students who have succeeded in this course; • Explain the basics terms of education. * Know the characteristics of effective teachers • Compare and contrast the main philosophies related to the field of education. • Understand the importance of philosophy in developing instructional systems and curriculum • Comprehend the sociological foundations of education. • Understand the importance of sociology in educational settings and crowds. • Explain the historical framework and historical development of the field of education, in national and universal context. • Conceive the important pioneers in the field of education. • Relate historical facts and development to current educational events, processes, activities. |
| Basic concepts and terminology of education, characteristics of effective teachers, sociology of education, pioneers in education, philosophies of education, history of world education, history of Turkish education. |
| Week | Subject | Related Preparation | |
| 1) | Introduction. Understanding Teaching Profession. | Course slides | |
| 2) | Characteristics of Effective Teachers | Course notes | |
| 3) | Sociology of education | Ballentine, J.H. (1989). Ch1: “Sociology of education”. The Sociology of Education: A Systematic Analysis. London: Prentice-Hall.) | |
| 4) | Sociology of education | Orstein, A.C., Levine, D.U., Guek, G., Vocke, D.E.. Foundations of Education. 12th Edition Ch.10 | |
| 5) | Sociology of Education (cont) | Ornstein & Levine, 12th ed / Ch.10-11 | |
| 6) | Sociology of Education (cont) | Ornstein & Levine, 12th Ed / Ch11 | |
| 7) | History of Education / World | Ornstein & Levine, 5th Ed / Ch.3 | |
| 8) | History of Education / World (cont) | Ornstein & Levine, 5th Ed / Ch.3 | |
| 9) | Philosophical foundations of education | Ornstein & Levine, 5th Ed / Ch12 | |
| 10) | Philosophical foundations of education (cont) | Ornstein & Levine, 5th Ed / Ch12 | |
| 11) | Pioneers in Education | Ornstein & Levine, 5th Ed / Ch 4 | |
| 12) | Pioneers in education (cont) | Ornstein & Levine, 5th Ed / Ch 4 | |
| 13) | History of Education / Turkey | * Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) * Course slides | |
| 14) | History of Education / Turkey (cont.) | * Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) * Course slides | |
| Course Notes: | Orstein, A.C., Levine, D.U., Guek, G., Vocke, D.E.. Foundations of Education. 5 th & 12th Editions. |
| References: | • Ballentine, J.H. (1989). Ch1: “Sociology of education” (pp.40-54). The Sociology of Education:A Systematic Analysis. London: Prentice-Hall.) • Hamiloğlu,K. (2001). “The history of education in Turkey” (pp.70-107). The teacher training policies in Turkey in a changing socio-political context from 1946 to the present day. (Unpublished PhD dissertation, Boğaziçi University, İstanbul) |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 3 | % 25 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 25 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 3 | 5 | 15 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 10 | 10 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 25 | 25 |
| Total Workload | 78 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. | |
| 2) | School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. | |
| 3) | School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. | |
| 4) | School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. | |
| 5) | School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. | |
| 6) | School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. | |
| 7) | School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. | |
| 8) | School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. | |
| 9) | School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. | |
| 10) | School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. | |
| 11) | School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. | |
| 12) | School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program | |
| 13) | School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. | |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | |
| 15) | School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. |