Psychologıcal Guidance and Counseling | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | EGTP172 | ||||||||
Course Name: | History of Turkish Education | ||||||||
Course Semester: | Spring | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi BEYZA HİMMETOĞLU DAL | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi BEYZA HİMMETOĞLU DAL |
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Course Assistants: |
Course Objectives: | The overall aim of the course before they were Muslim Turks of the Turkish education system, Turks after being Muslim, Karahans, Seljuks, Anatolian principalities, the education system of each period by considering the form of the Ottoman and Republic of Turkey period, important names, to introduce changes and the impact made. |
Course Content: | General evaluation of the history of Turkish education. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Meeting with students | none |
2) | Turkish education history, periods | none |
3) | Education in the Huns, education in the Göktürks, education in Uighurs | none |
4) | Education at Karahalılar, İbni Sina, Farabi, Balasagunlu Yusuf, Kaşgarlı Mahmut | none |
5) | • Education during the Seljuk period, education during the Anatolian Principalities, Nizamulmul, Mevlana Celalettin Rumi, Yunus Emre, Haci Bektas-i Veli, Asik Pasha | none |
6) | Madrasahs, primary schools, military education, minority and foreign schools, civil servants, Hacı Bayram parents, Kınalızade Ali, Katip Çelebi, Koçi Bey, Lütfi Paşa, Nabi and İbrahim Müteferrika | none |
7) | Madrasahs, primary schools, military education, minority and foreign schools, civil servants, Hacı Bayram parents, Kınalızade Ali, Katip Çelebi, Koçi Bey, Lütfi Paşa, Nabi and İbrahim Müteferrika | none |
8) | midterm | none |
9) | First rejuvenation period, Tanzimat education system, Sümbülzade Vehbi, Ziya Paşa, Namık Kemal, Ali Suavi | none |
10) | • Education system in the first constitutional period, the education system in the period of Absolute, Munif Pasha, Sait Pasha, Ahmet Mithat Efendi, Ahmet Riza Bey | none |
11) | • II. Meşrutiyet education system, Emrullah Efendi, Satı Bey, Tevfik Fikret, Mehmet Akif, Ziya Gökalp, Ömer Seyfettin, Prince Sabahattin, İsmail Hakkı Baltacıoğlu | none |
12) | • Education during the War of Independence, Kazım Karabekir | none |
13) | • Republican education system, changes in educational system in Republican period, Village institutes, Mixed education | none |
14) | • Republican education system, changes in educational system in Republican period, Village institutes, Mixed education | none |
15) | exam | none |
Course Notes / Textbooks: | sınıfta anlatılacak |
References: | Akyüz, Y. (2015). Türk Eğitim Tarihi. Ankara: Pegem Akademi. Güven, İ. (2018). Türk Eğitim Tarihi. Ankara: Pegem Akademi. |
Learning Outcomes | 1 |
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Program Outcomes | |||||||||||
1) P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. | |||||||||||
2) P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) | |||||||||||
3) P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). | |||||||||||
4) P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. | |||||||||||
5) P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. | |||||||||||
6) P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. | |||||||||||
7) P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. | |||||||||||
8) P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | |||||||||||
9) P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. | |||||||||||
10) P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. | |||||||||||
11) P11. Being able to understand the individuals by using techniques of individual recognition. | |||||||||||
12) P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | P1. Being able to conduct research using the relevant scientific methodology in order to produce solutions for the problems of the field. | 2 |
2) | P2. Being able to acquire and use a valid foreign language in the field for accessing and sharing information verbally and in written form as well as producing information (European Language Portfolio Global Scale 1, Level B1) | |
3) | P3. Being able to utilize relevant computer skills necessary in the field as well as information and communication technologies (European Computer Driving License, Advanced Level). | |
4) | P4. Possessing sufficient awareness of preserving universal, local and cultural values, human and animal rights and of environmental preservation as well as understand and solve current related problems. | 1 |
5) | P5. Being able to identify basic developmental qualities through the awareness of primary theoretical approaches related with human development. | 1 |
6) | P6. Being able to accept and respect differences and diversity in delivering psychological counseling and guidance services through sensitivity towards different cultures. | 4 |
7) | P7. Being able to possess a knowledge of primary fields of educational sciences and to utilize the theories and concepts of psychological counseling and guidance in providing educational development. | 3 |
8) | P8. Being able to evaluate, implement and interpret concepts and scientific methods in the field of psychological counseling. | |
9) | P9. Being able to build constructive, ethical and trustworthy relationship with the clients during the psychological counseling and guidance process and to utilize the appropriate approach for the needs of the clients using active listening skills. | |
10) | P10. Being capable of initiating group psychological counseling and guidance process, continue and finalize it. Being able to possess the knowledge of group psychological counseling and guidance theories and approaches. | |
11) | P11. Being able to understand the individuals by using techniques of individual recognition. | |
12) | P12. Being capable of developing and evaluating psychological guidance and counseling programmes. |
Expression | |
Lesson | |
Reading |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 6 | 84 |
Midterms | 1 | 4 | 4 |
Final | 1 | 6 | 6 |
Total Workload | 94 |