Pre-School Education | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EKYP001 | ||||||||
Course Name: | Career Planning and Development | ||||||||
Course Semester: |
Spring |
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Course Credits: |
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Language of instruction: | |||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | General Knowledge | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. GÜLER TELLİ | ||||||||
Course Lecturer(s): |
Öğr.Gör. GÜLER TELLİ |
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Course Assistants: |
Course Objectives: | With this course, it is aimed to bring students together with the information necessarry for effective career planning and managing career growth. |
Course Content: | Going over carrer planning, determining career objectives and carrer development concepts. Reviewing important elements of carrer planning of a teacher. Analyzing sectorial expectations for educational field. Effective curriculum vitae and cover letter preparation. Effective interview preparation and in class practives. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Conceptual framework related to career | Kariyer Planlama ve Yönetimi-Meslek Adayları İçin Yol Rehberi. Mecek,M., Çakırer, M.A. & Kocakula, Ö. (Ed.) (2021). Ankara: Nobel Yayıncılık |
2) | Career management concept: carrer, career objectives | Kariyer Planlama ve Yönetimi-Meslek Adayları İçin Yol Rehberi. Mecek,M., Çakırer, M.A. & Kocakula, Ö. (Ed.) (2021). Ankara: Nobel Yayıncılık |
3) | Career management concept: Career planning, carrer planning principles, Career mozaic, career change | Kariyer Planlama ve Yönetimi-Meslek Adayları İçin Yol Rehberi. Mecek,M., Çakırer, M.A. & Kocakula, Ö. (Ed.) (2021). Ankara: Nobel Yayıncılık New Approaches in Career Planning (Melek Vergiliel Tüz) |
4) | Career Planning in Education Sector: Sectoral expactations from a Teacher-Teacher as an instructor | Teaching as a Profession in Turkey-Dr.Devrim Güven |
5) | Career Planning in Education Sector: Sectoral expactations from a Teacher-Teacher as an educator- Teacher as an employee | Effective Teaching and Improving Teacher Quality-Doç. Dr. Gönül Sakız |
6) | Career Planning in Education Sector: Sectoral expactations from a Teacher-Parental and Social Expectations | Examination of Metaphors Used by Prospective Teachers Regarding the Concept of the Teacher Yrd. Doç. Aysemin Duran |
7) | Case Studies Group Activity | |
8) | Mid Term exam | |
9) | Effective CV and Cover Letter Preparation | Kariyer Planlama ve Yönetimi-Meslek Adayları İçin Yol Rehberi. Mecek,M., Çakırer, M.A. & Kocakula, Ö. (Ed.) (2021). Ankara: Nobel Yayıncılık |
10) | Job Application Process | |
11) | Job Application Process | |
12) | Interview and Interview Techniques: Finding and Preparing Interview questions for Newly Graduates | Kariyer Planlama ve Yönetimi-Meslek Adayları İçin Yol Rehberi. Mecek,M., Çakırer, M.A. & Kocakula, Ö. (Ed.) (2021). Ankara: Nobel Yayıncılık |
13) | Teacher Job Interview classroom activity | |
14) | Overview | Course notes |
15) | Final exam |
Course Notes / Textbooks: | Kariyer Planlama ve Yönetimi-Meslek Adayları İçin Yol Rehberi. Mecek,M., Çakırer, M.A. & Kocakula, Ö. (Ed.) (2021). Ankara: Nobel Yayıncılık |
References: | Profesyonel Bir Meslek Olarak Türkiye`de öğretmenlik. Öğr. Gör. Dr. Devrim Güven Examination of Metaphors Used by Prospective Teachers Regarding the Concept of the Teacher Yrd. Doç. Aysemin Duran Efective Teaching and Improving Teacher Quality . Doç. Dr. Gönül Sakız |
Learning Outcomes | 1 |
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Program Outcomes | ||||||||||||||||
1) P1.Having the ability to use the native language correctly and effectively | ||||||||||||||||
2) P2. Being aware of personal differences. | ||||||||||||||||
3) P3. Having an understanding of the personal development characteristics and development process in early childhood. | ||||||||||||||||
4) P4. Being able to read, interpret and discuss academic studies on their field. | ||||||||||||||||
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | ||||||||||||||||
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | ||||||||||||||||
7) P7. Knowing a foreign language at least on a basic level. | ||||||||||||||||
8) P8. Being able to develop a positive attitude towards lifelong learning. | ||||||||||||||||
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | ||||||||||||||||
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | ||||||||||||||||
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | ||||||||||||||||
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | ||||||||||||||||
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | ||||||||||||||||
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | ||||||||||||||||
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | ||||||||||||||||
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | ||||||||||||||||
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1.Having the ability to use the native language correctly and effectively | |
2) | P2. Being aware of personal differences. | |
3) | P3. Having an understanding of the personal development characteristics and development process in early childhood. | |
4) | P4. Being able to read, interpret and discuss academic studies on their field. | |
5) | P5. Following progressive sources about the field, and using said sources on resolving the possible problems. | |
6) | P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development. | |
7) | P7. Knowing a foreign language at least on a basic level. | |
8) | P8. Being able to develop a positive attitude towards lifelong learning. | |
9) | P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment. | |
10) | P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary. | |
11) | P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken. | |
12) | P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children. | |
13) | P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation. | |
14) | P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments. | |
15) | P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose. | |
16) | P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions. | |
17) | P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based. |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Reading | |
Homework | |
Q&A / Discussion | |
Case Study |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework | |
Application | |
Case study presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 1 | % 4 |
Application | 4 | % 4 |
Homework Assignments | 3 | % 4 |
Midterms | 1 | % 30 |
Final | 1 | % 50 |
Kanaat Notu | 1 | % 8 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Homework Assignments | 1 | 5 | 5 |
Midterms | 1 | 6 | 6 |
Final | 1 | 6 | 6 |
Total Workload | 45 |