| 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 |
| EDS2102 | History of Turkish Education | Fall | 2 | 0 | 3 | 6 |
| 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 Objectives: | The aim of this course is; to investigate the social, economic and political developments in Turkish history and their effects on education, to examine the main thought movements in our educational history and to develop an understanding of the relationship between the present and the past in the history of Turkish education. |
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The students who have succeeded in this course; 1. The student will be able to explain the importance of the history of Turkish education in terms of education, 2. The student will be able to be informed about the previous educational status of the Republic and the institutions that educate teachers, 3. The student will be able to understand the educational process in the Turkish states outside the Ottoman geography during the 13-18th centuries, 4. The student will be able to understand the educational process in the Turkish states and communities in 5. The student will be able to understand the historical background, philosophical, intellectual and political bases of the Turkish Educational Revolution, 6. The student will be able to explain the basic principles of the education system of the Turkish Republic 7. The student will be able to understand the teacher education process from the beginning of the republic Turkey, 8. The student will be able to explore common goals, language and alphabetical unity, and common history writing studies in the 21st century, in Turkey |
| The subject, method and sources of Turkish education history; Education in the first Turkish states; Education in the first Muslim Turkish states; education in Turkey Seljuk and Anatolian principalities; Education in the Ottoman Empire: the education system until the first modernization movements; 13-18. Turkish education outside the Ottoman geography in the 16th century; Reform in education until the Tanzimat in the Ottoman Empire movements; Establishment of modern education system from Tanzimat to Republic; reorganization of traditional education; 19-20. education in other Turkish states and communities in Eurasia in the 16th century; Education during the national struggle period; education in the Republic of Turkey: Turkey foundations of the education system, structure, organization and development; The process of teacher training since its beginning; Education in the Turkish world in the 21st century; Common objectives, language and alphabet union, common history writing exercises. |
| Week | Subject | Related Preparation | |
| 1) | Education in former Turkish states. | ||
| 2) | Turks’ acceptance of İslam and medreses. | ||
| 3) | Elementary and secondary education in Ottoman. | ||
| 4) | Enderun school | ||
| 5) | Reforming education in the Ottoman period | ||
| 6) | Main educators in the Ottoman period | ||
| 7) | Education in the Turkish Republic | ||
| 8) | Midterm | ||
| 9) | Atatürk and education | ||
| 10) | Innovations in education in the Republic of Turkey | ||
| 11) | Foreign expert reports and educational congress (eğitim şuraları) | ||
| 12) | Developments in elementary and secondary education | ||
| 13) | Teacher training from past to present | ||
| 14) | Education in today’s Turkey: some historical lessons | ||
| Course Notes: | -Akyüz, Yahya.(2008). Türk Eğitim Tarihi: M.Ö. 1000-M.S. 2008. Ankara: Pegem Akademi -Doğan, İsmail. (2010). Türk Eğitim Tarihinin Ana Evreleri. Ankara: Nobel Yayın Dağıtım. -Binbaşıoğlu, C. (2009). Başlangıçtan Günümüze Türk Eğitim Tarihi. Ankara: Anı Yayıncılık. |
| References: | Mustafa Gündüz, “Socio-Cultural Origins of Turkish Educational Reforms and Ideological Origins of Late Ottoman Intellectuals (1908-1930)”, History of Education, Journal of the History of Education Society, V: 38, İssue: 2, March 2009, pp. 191-216. |
| 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 | 1 | % 20 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| 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 | 1 | 15 | 15 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 15 | 15 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 25 | 25 |
| Total Workload | 83 | ||
| 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. |