|
Week |
Subject |
Related Preparation |
| 1) |
History of Turkish literature |
Modernization in 19th century Ottoman society and the role of literature in this process. |
| 2) |
Approaching to a literary text |
Reading strategies, analyzing methods and approaching evil in literary texts. |
| 3) |
Modernist novel |
Tehlikeli Oyunlar by Oğuz Atay |
| 4) |
A Modern Allegory of East-West dichotomy |
Saatleri Ayarlama Enstitüsü by A. H. Tanpınar |
| 5) |
From modern to modernist narrative |
Modernist narrative and its techniques in Turkish literature. |
| 6) |
A Modern Allegory of East-West dichotomy |
Saatleri Ayarlama Enstitüsü by A. H. Tanpınar |
| 7) |
Modernist novel |
Tehlikeli Oyunlar by Oğuz Atay |
| 8) |
The Path to Nobel: Postmodern Novel in Turkish Literature |
Yeni Hayat by Orhan Pamuk |
| 9) |
The Path to Nobel: Postmodern Novel in Turkish Literature |
Yeni Hayat by Orhan Pamuk |
| 10) |
Political Novel in Turkish Literature |
Yeni Şehirde Bir Öğle Vakti by Sevgi Soysal |
| 11) |
Modern Short Story in Turkish |
Semaver and Dülger Balığının Ölümü by Sait Faik |
| 12) |
Modern Short Story in Turkish Literature |
Değirmen by Sabahattin Ali. |
| 13) |
Modern Short Story in Turkish Literature |
Cenk Hikayeleri by Murathan Mungan |
| 14) |
Modern Short Story in Turkish Literature |
Usta Beni Öldürsene by Bilge Karasu |
| 15) |
Final Exam |
|
| 16) |
Final Exam |
|
| Course Notes: |
Ahmet Hamdi Tanpınar, Saatleri Ayarlama Enstitüsü, İstanbul: YKY, 2002.
Orhan Pamuk, Kara Kitap, İstanbul: İletişim, 2004.
Oğuz Atay, Tehlikeli Oyunlar, İstanbul: İletişim, 2001..
Sevgi Soysal,Yeni Şehirde Bir Öğle Vakti, İstanbul: İletişim, 2009. |
| References: |
Berna Moran, Türk Romanına Eleştirel Bir Bakış, İstanbul: İletişim, 1997.
Rita Felski, Uses of Literature, NY: Wiley-Blackwell, 2008.
Orhan Pamuk, Saf ve Düşünceli Romancı, İstanbul: İletişim, 1997.
James Wood, Kurmaca Nasıl İşler [How Fiction Works], İstanbul: Ayrıntı Yayınları, 2010. |
|
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 |
| 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.
|
4 |
| 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. |
2 |
| 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.
|
2 |
| 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. |
4 |
| 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.
|
1 |
| 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.
|
2 |
| 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.
|
1 |
| 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.
|
2 |
| 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.
|
1 |
| 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.
|
1 |
| 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
|
1 |
| 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.
|
1 |
| 14) |
School counselors recognize the current legal issues about special education, identify and directs individuals who need special education.
|
1 |
| 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.
|
1 |