Ders Planı

CLASS 1

Lesson plan /

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	Face-to-face
Does the course require compulsory or optional work experience?
Course Coordinator
Instructor (s)
Course Assistant

Purpose and Content

The aim of the course	The main purpose of the guidance course is to help teacher candidates who will work at different education levels gain the necessary knowledge, skills and attitudes about personal, educational and vocational guidance.
Course Content	Within the scope of this course, student personality services and the place of guidance in these services, the definition, types and purpose of guidance, guidance services in schools (psychological counseling, orientation, getting to know the individual, information gathering and dissemination, orientation and placement, monitoring and evaluation, consultation), the basics of guidance. principles, educational guidance, personal guidance, vocational guidance and individual recognition techniques are discussed.

The aim of the course

The main purpose of the guidance course is to help teacher candidates who will work at different education levels gain the necessary knowledge, skills and attitudes about personal, educational and vocational guidance.

Course Content

Within the scope of this course, student personality services and the place of guidance in these services, the definition, types and purpose of guidance, guidance services in schools (psychological counseling, orientation, getting to know the individual, information gathering and dissemination, orientation and placement, monitoring and evaluation, consultation), the basics of guidance. principles, educational guidance, personal guidance, vocational guidance and individual recognition techniques are discussed.

Learning Outcomes

Recognizes main authors and works of Turkish and world literature.
Determines the place of Turkish language among world languages.
Defines basic concepts and approaches of literature (rhetoric / rhetoric, aesthetics, reflection, expressionism, psychoanalysis, etc.).
Identifies comprehension (listening and reading) and teaching (speaking and writing) skills in terms of their cognitive, perceptive and psychomotor aspects.
Establishes the place and significance of grammar and linguistics in the development of language skills.
Explains the basic concepts and terms of language education.
Distinguishes word and word groups in terms of their meaning and tasks.
Manifests the place and importance of literary texts in Turkish teaching.
Uses reading skills with theoretical and practical dimensions.
Makes use of the methods and techniques for developing listening-observing skills both theoretical and practical.
Uses Turkish in accordance with proper spelling and punctuation.
Transcribes texts written in Ottoman Turkish into Latin Turkish alphabet.
Creates original texts suitable for writing genres and models.
Designs activities before, during and after the speech.
Uses current and new approaches, methods, techniques and strategies applied in Turkish teaching.
Explain the knowledge and skills gained in teaching Turkish through observation and application dimensions in schools.
Adapt the knowledge and skills required by the teaching profession to Turkish teaching.
Makes use of elements of effective communication such as empathy, active listening and conflict resolution.
Communicates his/her emotions and thoughts verbally and in writing in accordance with the rules of Turkish.
Determines the relationship between language and culture.
Analyses historical and modern texts in terms of teaching values to students.
Uses Turkish in a proper, eloquent and appropriate manner.
Examines the materials used in Turkish teaching (Turkish textbooks, visual and printed materials, models etc.) in a multifaceted way (form, content, etc.).
Examines the Turkish curriculum.
Selects appropriate literary and instructive texts for children.
Distinguishes the similarities and differences of teaching Turkish to foreigners, foreigners, Turkish nobles and bilingual Turkish children.
Evaluates the students' language learning situations and the sources they have studied.
Uses new Turkish literature and folk literature materials in Turkish teaching.
Examines the historical development of Turkish and the changes experienced due to this development.
Distinguishes Turkish language knowledge (sound, form, structure, meaning, origin, etc.) with all fields.

Weekly Course Subjects

1	The Place and Importance of Student Personality Services in Contemporary Education
2	Student Personality Services/ Purpose, Basis and Principles of Guidance Guidance Services in Schools
3	Guidance Services in Education Process / Guidance Services in Preschool Education
4	Guidance Services in Primary Education / Guidance Services in Secondary Education
5	Developmental Guidance Approach and Comprehensive Developmental Guidance Programs
6	Elements in Comprehensive Psychological Counseling and Guidance Programs
7	Types of Counseling/ Personal Counseling
8	Working Week
9	Personal Guidance Services in the Education Process
10	Educational Guidance/ Educational Guidance Services in the Education Process
11	Vocational Guidance / Professional Development Theories
12	Vocational Guidance Services in the Education Process
13	Individual Recognition Techniques
14	Course Evaluation

Resources

1-CAN, G. (ed) (2003). Psychological counseling and guidance. Pegem Publishing.
2- KUZGUN, Y. (ed). (2001). Guidance in primary education. Nobel Publication Distribution.
3- YEŞİLYAPRAK, B. (2001). Guidance services in education. Nobel Publication Distribution.
4- SELÇUK, Z. and GÜNER, N. (2001) Classroom guidance activities. Pegem Publishing.
5- ERKAN, S. (1997). Sample group mentoring activities. Pegem Publishing.

CLASS 1

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CLASS 4

Lesson Information

Purpose and Content

Learning Outcomes

Weekly Course Subjects

Resources

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