Educational Guidance and Counselling

Bireyin gelişiminde eğitim ve öğretim sürecinin önemi yadsınamaz. Rehberlik faaliyetleri, eğitim ve öğretimden bireyin en iyi şekilde faydalanarak yaşama hazırlanabilmesine yönelik destekleri içermektedir. Bu faaliyetler içinde kapsamlı ve gelişimsel rehberlik anlayışı içerisinde, bireyin, içinde bulunduğu ve geçiş yapacağı gelişim aşamalarına yönelik akademik yeterliliklerinin gelişimi için okullarda eğitime ve öğretimi destekleyici “eğitsel rehberlik” çalışmaları, kişisel ve mesleki rehberlik çalışmaları ile aynı öneme sahiptir. Bu çalışmalar eşgüdümle yürütülmek durumundadır. Bu bağlamda, çalışmada okul rehberlik servislerinin somut algılanabilir çıktılarının hissedilebilmesi açısından da ayrı öneme sahip olan eğitsel rehberlik çalışmalarının önemi açıklanmıştır.
Anahtar Kelimeler:
Rehberlik, eğitsel rehberlik, akademik başarı, okul tür seçimi
ABSTRACT
The importance of the education and training process in the development of the individual can not be denied. Guidance activities include support for the preparation of life for the individual in the best way possible from education and training. These activities have the same prescription as personal and vocational guidance work, in the context of comprehensive and developmental guidance, "educational guidance" studies supporting the education and training of the school for the development of the academic competence of the individual for the developmental stages in which he or she is going. These studies must be carried out in coordination. In this context, the importance of educational guidance work, which has a separate prescription in terms of being able to feel concrete perceptible outputs of school guidance services in the work, is highlighted.
Keywords: Guidance, educational guidance, academic achievement, school type selection

Öz
Bu çalışmanın amacı; 14 Eylül 2011 tarihinde 652 sayılı Kanun Hükmünde Kararname ile değişimi başlatılan ve sonrasında 6528 sayılı kanun, çeşitli yönetmelikler ve son olarak 6764 sayılı kanun ile değişimi sürdürülen Türkiye'nin çağcıl eğitim denetim sisteminin merkezi ve taşra teşkilatı yapısını, işleyişi, Milli Eğitim Bakanlığı'nın hiyerarşik yapısındaki yeri, roller ve görevleri, değişen unvanları ve güncel durumunu detaylı biçimde aktarmaktır. Çalışmada, nitel yöntem çeşitlerinden doküman analizi ile toplanan veriler betimsel ve içerik analizi teknikleri ile çözümlenmiştir. Çalışmada, amacında belirtilen süre içerisinde ve boyutlarda, Türk Eğitim Denetimi Sisteminde çok sık ve peşi sıra gerçekleştirilen bu değişiklikler sistemli ve açık biçimde aktarılmıştır.

Abstract
The purpose of the current study is to present Turkey's contemporary educational supervision system, the latest changes in it and the final overall structural framework. It also aims to give information about its functioning, the position in the hierarchical structure of the Ministry of Education, roles and up to date titles which have been altered a number of times by The Decree Law on the Organization and Duties of Ministry of National Education (Law No: 652; Date: 14 September 2011), the law numbered 6528 (Date: 1 March 2014) and 6764 (Date: 2 December 2016). The data was collected through document analysis and analyzed by means of descriptive and content analysis. In this study, often and subsequent changes within a certain period of time and dimensions were presented in a clear and systematic way.

El presente trabajo se centra en el proceso de elaboración y desarrollo de una propuesta de innovación concreta  en la mejora de la relación familia-escuela. El reto que se plantea con este trabajo es hallar y crear un canal de intervención, dando protagonismo al conocimiento y experiencia de los diversos agentes educativos del centro escolar, de modo que se logre activar el cambio hacia la mejora y sean los propios implicados quienes lo mantengan vivo.  Se parte de una realidad en la que la participación de las familias en el centro tiene una connotación más formal que real.  El centro donde se llevó a cabo la experiencia de innovación manifestaba una necesidad clara de afianzar las relaciones y la integración de la familia dentro de la escuela, además de incrementar su participación en el desarrollo de programas o actividades propuestas por el centro. Para ello se llevó a cabo un proceso de trabajo colaborativo entre la Universidad de La Laguna y el propio centro, a modo de sistema de asesoramiento externo. En este trabajo se presenta el desarrollo de una primera fase del “Modelo de Procesos”,  denominada “Creación de Condiciones” con una línea de asesoramiento basada en la acción colaborativa, a modo de experiencia piloto.

This paper focuses on the elaboration process of a specific family-school innovation proposal. The challenge which arises in this paper is to find and create an intervention channel, giving relevance to the knowledge and experience of the different educational agents present within the school, so as to activate a change towards improvement and also, that those implicated keep it alive. The reality which is counted on is that the participation of the family in school has a more formal than a real connotation. The school where the innovation experience was conducted, exhibited a clear need to strengthen the relationship with, and the integration of the family in the school, as well as their involvement in the development of programmes or activities suggested or planned by the school. To accomplish this, a collaborative work process was carried out, between the University of La Laguna and the school, which acted as an external advice system. The development of a first stage of the “Process Model”, called “Creation of Conditions”, with a collaborative line based on a collaborative action worked on as a pilot experience, is what is presented in this paper.

This paper examined the meaning of philosophy of education in various perspectives or senses which include etymology, popular thinking as well as professional reasoning. It also discussed the discipline of philosophy of education. It also looked into the contents of Nigerian education in accordance with the 2013 National Policy on Education (NPE) and the practice of education in the present-day Nigeria. Following this, it shed light on the relevance and usefulness of the meaning and discipline of philosophy of education to educational development in the country. The relevance is conceptual, epistemological and socio-moral development. Finally, it suggested what Nigerians should do for educational and societal development in the light of the meaning and discipline of philosophy of education. In this paper, philosophical analysis is employed for logical, linguistic, critical, objective and expository standing of this work.

This paper presents a model of internship and vocational guidance counselling in the field of educational practices. The contribution intends to suggest the organization of an experience performed by the students as educators in their experience of internship, according to a framework that focuses on the educational professions and is based on reflectivity and transformative learning. The Introduction presents the theoretical and methodological framework of 'reflective and transformative epistemology of professional practices in education'. Chapter 2 focuses on the rule of educators training for supporting professional epistemologies, considering workshops and internships as meaningful and transformative education experiences. Chapter 3 focuses on vocational guidance for educators, considering the practice of guidance for internship in the field of educational practice. Internship as transformative reflective experience is an experience of vocational guidance to support transition in education for educators because it contributes to support the development of attitudes and tensions of self-education.

En este artículo se presenta una propuesta de innovación en el área de la intervención tutorial y de la orientación educativa en Radio ECCA . Para poder realizar la propuesta de innovación previamente se inició un proceso de análisis dentro de un modelo de proceso y de trabajo colaborativo entre un grupo de profesores-tutores de bachillerato y su alumnado junto a un asesor de la Universidad de La Laguna. A través de esta revisión se pudo extraer una priorización de necesidades a atender para mejorar el sistema de tutorías y de orientación educativa del centro, proponiendo para ello el diseño de unos talleres que conformaron la experiencia preliminar a partir de la cual se propuso un programa de innovación basado en la investigación-acción en torno a la mejora de la acción tutorial en Radio ECCA.

This article presents a proposal for innovation in the area of tutorial intervention and educational guidance in Radio ECCA. In order to carry out the innovation proposal previously, a process of analysis was initiated within a process model and collaborative work between a group of teachers-tutors of the baccalaureate and their students together with an advisor from the University of La Laguna. Through this review, it was possible to extract a prioritization of needs to be addressed to improve the system of tutoring and educational orientation of the center, proposing for it the design of some workshops that formed the preliminary experience from which a program of innovation based on action research around the improvement of the tutorial action in Radio ECCA.

This paper presents a model of internship and vocational guidance counselling in the field of educational practices. The contribution intends to suggest the organization of an experience performed by the students as educators in their experience of internship, according to a framework that focuses on the educational professions and is based on reflectivity and transformative learning. The Introduction presents the theoretical and methodological framework of ‘reflective and transformative epistemology of professional practices in education’. Chapter 2 focuses on the rule of educators training for supporting professional epistemologies, considering workshops and internships as meaningful and transformative education experiences. Chapter 3 focuses on vocational guidance for educators, considering the practice of guidance for internship in the field of educational practice. Internship as transformative reflective experience is an experience of vocational guidance to support transition i...

Among the many new initiatives that were added to education, Guidance and Counselling services became one of the important programmes, which could meet the personal-social and educational-vocational goals. The present study is an attempt to Determine different Guidance Needs Required for Occupational Aspiration of Adolescent Girl Students at Secondary Level" with the objectives of trends analysis of occupational aspiration, studying the guidance needs required by, and determining the guidance programmes organized for adolescents girl students at secondary level. In order to collect data a self developed Questionnaire-cum-Checklist has been used and percentage and column charts are used for analyzing and interpreting the data.