Ders Planı

Lesson Information

Course Credit
Course ECTS Credit
Teaching Language of Instruction	Türkçe
Level of Course	Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of Course
Mode of Delivery	Blended (face-to-face & Distance Learning)
Does the course require compulsory or optional work experience?
Course Coordinator	Prof. Dr. MEHMET CİHAD AYAR
Instructor (s)
Course Assistant

Purpose and Content

The aim of the course	examine different education systems within the framework of comparative education theories and to gain information about the education systems, structure, and practices in the world and to compare the education system of their own country with other countries in line with their own teaching field.
Course Content	The historical process, aims, assumptions and sides of comparative education; comparative education approaches; forms of comparative education research; comparative education and schooling, the relationship between gender and culture; Comparison of education systems of countries such as Turkey, America, Germany, Denmark, Finland, Ireland, South Korea, Switzerland, Japan, Singapore.

Learning Outcomes

Explain the key terms and concepts in the field of guidance and psychological counseling.
Review the literature for selected topics in the field of guidance and psychological counseling.
Describe the education programs related to the field of guidance and counseling.
Define the measurement and evaluation in the field of guidance and counseling.
Discuss the theories and theorists in counseling psychology.
List the basic principles of school guidance and counseling.
Recognize the role and position of a counselor in Turkish Education System.
Name the common problems that may be encountered when working with diverse populations.
Gain the knowledge of time and place of referral to a threapist, psychiatrist and/or other health authorities.
Analyze emerging issues in the field of guidance and psychological counseling.
Use information technologies in research in the related field of guidance and psychological counseling.
Practice analytical thinking and problem solving skills in educational settings.
Evaluate the relations between guidance and psychological counseling and the related fields to take a interdisciplinary approach.
Present individual and group counseling cases at international standards.
Apply specific learning strategies, techniques and methods in guidance and psychological counseling.
Plan future career/academic options considering different alternatives in his/her area.
Take responsible and beneficial actions under all conditions and circumstances.
Monitor own progress while reaching personal and occupational goals.
Organize work and leisure time to make effective time planning in work and daily life.
Express himself in a respectful and assertive manner even when not thinking/believing the same with others.
Make needs assessment for his/her professional life.
Use new technologies to update his/her information in guidance and psychological counseling.
Practice to give speeches to teachers and parents and students on selected topics.
Implement projects and activities regarding social responsibility and awareness related to guidance and psychological counseling.
Use at least one foreign language (European Language Portfolio B1 level) as a way to communicate with colleagues.
Manage interpersonal relations respecting diversity.
Integrate fully as a citizen for community welfare.
Cooperate with counselee’s parents, teachers and/or other health professionals in case of need.
Use information and communication technologies to collaborate with national and international collegues.
Act in accordance with professional ethical values, democracy and human rights.
Establish and maintain a safe environment to serve for personal and organizational aims and objectives.
Apply the principle of "Guidance for all".
Relate acquired knowledge and skills with real life conditions.
Develop awareness for university candidates and parents for guidance and psychological counseling.

Weekly Course Subjects

1	Discussion of weekly topics and coursework and evaluation criteria over the course syllabus The historical process, aims, assumptions and sides of comparative education (Balcı, 2018: pp.3-18)
2	i. At the beginning of comparative education (Arastamam, 2020: 1-16) ii. Comparative education approaches (Balcı, 2018: pp. 19-30)
3	i.The forms of comparative education research (Balcı, 2018: pp.31-61) ii. How are comparisons made in education? (Arastamam, 2020: pp.17-28)
4	i. Economic, political, social and historical context of comparisons in education (Arastamam, 2020: pp. 29-48)
5	Comparative education theories (Arastamam, 2020: pp. 49-68)
6	i.Culture and education (Arastamam, 2020: pp. 69-82) ii. Gender and education (Arastamam, 2020: pp. 83-92)
7	i. Schooling in terms of comparative education (Arastamam, 2020: pp. 93-106) ii. Introduction to international education (Arastamam, 2020: pp. 107-126) iii. Globalization and Education (Arastamam, 2020: pp. 127-146)
8	i. Global Citizenship and Education (Arastamam, 2020: pp. 147-158) ii. Multicultural education (Arastamam, 2020: pp. 159-170) iii. International schools (Arastamam, 2020: pp. 171-186)
9	Midterm
10	i. Deutch Education System (Balcı, 2018: pp. 143-172) ii. Danish Education System (Balcı, 2018: pp. 237-254)
11	i. Finnish Education System (Balcı, 2018: pp. 291-312) ii. South Korea Education system (Balcı, 2018: pp. 375-410)
12	i. Irish education system (Balcı, 2018: pp. 459-474) ii. Swiss education system (Balcı, 2018: pp. 509-528)
13	i. Japanese education system (Balcı, 2018: pp. 569-592) ii. Singapore education system (Balcı, 2018: pp. 807-830)
14	i. Luxembourg education system ii. US education system

Resources

Course textbooks
Ali Balcı (2018, 6. Baskı). Karşılaştırmalı eğitim sistemleri. Pegem Akademi. Ankara.
Gökhan Arastamam (2020, 3. Baskı). Karşılaştırmalı ve uluslararası eğitim. Pegem Akademi. Ankara.

Reports:
Anna Batyra (2015). Türkiye’de cinsiyete dayalı başarı farkı: Uluslararası öğrenci değerlendirme programı (PISA) bulguları 2015. Çeviri (Güneş Henderson). Eğitim Reform Girişimi. İstanbul.
Anna Batyra (2015). Türkiye’de cinsiyete dayalı başarı farkı: 2015 uluslararası matematik ve fen eğilimleri araştırması (TIMSS) bulguları. Çeviri (Güneş Henderson). Eğitim Reform Girişimi. İstanbul.

CLASS 1

CLASS 2

CLASS 3

CLASS 4

Lesson Information

Purpose and Content

Learning Outcomes

Weekly Course Subjects

Resources

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