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,

Author: Vudolkis Dairan
Country: Trinidad & Tobago
Language: English (Spanish)
Genre: Politics
Published (Last): 5 January 2013
Pages: 496
PDF File Size: 16.91 Mb
ePub File Size: 1.81 Mb
ISBN: 134-8-78255-826-3
Downloads: 56878
Price: Free* [*Free Regsitration Required]
Uploader: Yozshutilar

History Teacher Education and History Education in Turkey | İsmail Demircioğlu –

Teacher educators have since criticized the pedagogy program, claiming that there has been a decline in the quality of his- tory teacher education. History as a separate subject is compulsory at secondary level education. People suffered and were in trauma during this period, in which Turkish nationalism emerged.

This was seen as an obstacle to Turkish society becoming a part of the modern world. He required historians to re- view all history textbooks used in the Turkish education system and to write genceg ones, dedicated by the thesis of Turkish history.

Identify basic principles of law. Courses about Europe and the modern world are also taught in history departments. Beside this, he wanted Turkish historians to explore and write about Turkish history based on their research.

The recent changes in teacher education have been criticized by academics studying history education in education faculties; ac- cording to them, teachers should be educated in education faculties because pure historians in arts faculties do not have the necessary experience and education in teacher education. Turkish history textbooks were on the tariui of some Turkish historians in the early s.

This con- ference also accelerated research on history education in Turkey.

As mentioned above, after the curricula and structures of education faculties were changed, and a great majority of history teacher education departments offered courses in education and how to teach his- tory.

Furthermore, mentors from education facul- ties also observed history teacher-students tadihi gave feedback as part of the proc- ess. Although it is diffi- cult for graduates of history to find a job, history is one of the most popular sub- jects for those students who want to study in a social-science field.


UK and Dutch Perpectives, ed. Z Course Coordinator Assist. Important issues were discussed, and papers regarding history education and history textbooks presented at this conference made history education meaningful in the eyes of genecr historians and society.

Türk inkılap tarihi – Ali İhsan Gencer, Sabahattin Özel – Google Books

Khodnev History Teacher Education in Russia For this reason, history as a school subject was used to enhance the unity of the Islamic world among Ottoman society. These studies affected Turkey, and the history curriculum was renewed in History textbooks were also given attention in unklap s in the Turkish Republic.

All the mentioned factors, which emerged in a Iinklap history thesis written dur- ing the s, showed why history and history education were important to Kemal Ataturk.

History Education in Turkey after There were important changes made to history education after Ataturk died in With this in mind, history education and history teacher education will be explained from a historical perspective. If the curricula of history departments are examined, it would seem that the great majority are de- voted to Ottoman and other aspects of Turkish history. This development was criticized by conservative parts of Turkish society.

Follow the developments and judgments in the field of law. Identify universal solution methods of legal problems and alternative dispute resolution methods. Define a legal problem.

First of all, the main cities of Turkey were occupied by British, French, Italian, Russian and Greek troops, tadihi many civilians were killed by non-Muslim armed bands. Weekly Practical Course Hours C: In other words, students in history departments are mainly expected to learn Turkish history. Offer solutions to complicated legal issues that they may face with.

At the conference, pure historians discussed the history of history education and its problems. History and the other curriculum subjects were re-designed in the light of the con- structivist approach, which requires teachers and schools to create an active niklap ing environment.

History teaching and history teachers, which were important tools in the creation of the nation-state, were also subject to the attention of Ataturk and his colleagues. Turkish society xli many prob- lems in the early years of the 19th century, and the Ottoman Empire lost a signifi- cant portion of its territories during World War I.


Turkey service training in teaching practice schools. Turkish Higher Education Council required this staff to study history education rather than history.

The other course was known as teaching practice, and required history teacher-students to engage in teaching ac- tivities and teaching history lessons a,i teaching practice schools, under the guid- ance of experienced history teachers.

According to the thesis, Turkey was one of the most important nations in the world and contributed significantly to world civilization. History lessons are taught for two hours per week in the 9th, 10th and 11th grades in Turkish high schools, and four hours per week in the 12th grades.

Beyond this, these historians did not have enough information about what history education is, and how to teach history lessons in an active way.

Türk İnkılap Tarihi

Enter the email address you signed up with and we’ll email you a reset link. Follow qualified law conferences and scientific activities. Secondary school education includes subjects of a general or voca- tional and technical character, with a duration of at least four years following pri- mary education.

As mentioned above, it was seen as a crucial subject in the construction of a modern, national and secular Turkish state. History depart- 20 MEB History teacher-students were observed by experienced history teachers and their teaching- practice colleagues during this period. Throughout this period, the staff of history departments in arts faculties had criti- cized history teacher education programs in education faculties. 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.

This new program consisted of two semesters offering two options for edu- cating history teacher-students. In Turkey, modern teacher education has a strong tradition, dating back to the mid- 19th century.