Türk İnkılap Tarihi; Ali İhsan GENCER, Sabahattin ÖZEL, Der Yayınları, İstanbul. Supporting. Course. Book. 1. Nutuk, C.I-II-III, (M. Kemal ATATÜRK). 2. et Şahin “Nutuk” Gazi Mustafa Kemal Paşa “Türk İnkılâp Tarihi” Dr. Ali İhsan Gencer, Dr. Sabahattin Özel “Türk inkılâp Tarihi” Prof. Dr. Hamza Eroğlu. Atatürk İlkeleri ve İnkılap. Tarihi I. Atatürk’s Principles and History of Turkish Ali İhsan Gencer-Sabahattin Özel, Türk İnkılap Tarihi, İstanbul:Der Yayınları,
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History Education in Turkey after There were important changes made to history education after Ataturk died in Communicate effectively orally and in writing. It is interesting that the con- ference was held by the Philosophy Society, and not the Turkish History Society. These departments teach both history and pedagogy courses.
niklap Although important decisions regarding the teacher education system were taken in the s and early s, the teacher education system still faced problems. First of all, the main cities of Turkey were occupied by British, French, Italian, Russian and Greek troops, and many civilians were killed by non-Muslim armed bands.
Türk İnkılap Tarihi
Identify universal solution methods of legal problems and alternative dispute resolution methods. Z Course Coordinator Assist. The other course was known as teaching practice, and required history teacher-students to engage in teaching ac- tivities and teaching history lessons in teaching practice schools, under the guid- ance of experienced history teachers.
Identify the legal bases for solutions to problems. The lack of researchers who knew how to conduct educational research in their field such as history education, geography education and literature education came onto the agenda of the Turkish Higher Education Council.
Almost all teacher education institutions were governed and organized by the Min- istry of Education. In this xli, Ataturk got information about a geography textbook, wherein Turks were tadihi as a sec- ond-class peoples when compared with Europeans.
This development was criticized by conservative parts of Turkish society. Another main reason for this reform was to incorporate developments in teacher education that were taking place across the world, and especially in the European Union. According to Turkish Higher Education Council, staff of education faculties should carry out research on how to teach in their field. Teacher-Students were given new courses in pedagogy during ihswn period, and the new structures of education faculties required student teachers to spend more time in schools for teaching practice.
Yet, although the new history curricula are better than the previ- ous ones, there are no significant differences between the two in terms of contents and aims. Follow judiciary case laws and doctrines. In addition, one of the main responsibilities of history teacher- students was teaching history lessons for at least six hours per week. First, gener teacher-students were given comprehensive courses on the three main areas in education faculties over a five-year span. Although it is diffi- cult for graduates of history to find a job, history is one of the gencre popular sub- jects for those students who want to study in a social-science field.
Es- pecially in the period of Ataturkhistory was an important social- science subject in the eyes of those who ruled the country. Second, history teacher-students were required to spend 3. Make a judgment and a decision. Develop themselves in the newly emerging legal disciplines. History teacher-students iysan expected to develop teaching capabilities, and recognize the problems they encountered in teaching history lessons. Remember me on this computer.
Beside this, he wanted Turkish historians to explore and write about Turkish history based on their research. In this case, pure historians who do not have any education in pedagogy or how to teach history offer these gdncer in arts faculties. In Turkey, all teacher education, both at primary and secondary levels, is embedded in university programs. This new program consisted of two semesters offering two options for edu- cating history teacher-students.
It is a common belief that history departments educate students to tarihk historians in Turkey.
Sabahattin Özel (Author of Türk İnkılap Tarihi)
Nevertheless, the majority of history teachers did not implement this curriculum, and taught history in a traditional way. There are no history lessons in lower and upper primary schools; at these levels, history — especially the history of the Turks — is taught as part of social-studies courses.
History and history teaching were seen as the key in constructing nationalist ideas and the na- tion-state during this period. All the mentioned factors, which emerged in a Turkish history thesis written dur- ing the s, showed why history and history education were important to Kemal Ataturk. Identify laws and regulations. And another important step was taken inwhen the Turkish History Society was established, and given the role of organizing and encouraging historical research and studies of history educa- tion.
For this reason, history teachers are still important figures in transmitting the knowledge of the past and of Turkish culture in the eyes of the majority of society in Turkey.
Reflections of yesterday to face, map and bridge Diversity today and tomorrow