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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This development was criticized by conservative parts of Turkish society. Furthermore, Turkish historians should indicate that the Turks estab- lished one of the greatest and oldest civilizations.

Although tafihi important developments did take place in the field of history education in the s, then, there were not enough researchers who knew how to conduct educa- tional research and solve the problems ihhsan history education in schools. 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.

Use laws and regulations to solve legal problems. The departments were also given another role, supporting the national state, until the end of the s. 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. Today, history is a part of the core curriculum at all secondary schools, and is only gnecer at secondary level.

Sabahattin Özel (Author of Türk İnkılap Tarihi)

This Turkish history thesis was one of the important elements con- tributing to a national identity in Turkish society. Only a few history teacher education departments in education faculties have continued to teach courses in both history and education.

Although important issues were discussed, however, the findings of this conference were iihsan translated gencrr the Turkish education system. Es- pecially in the period of Ataturkhistory was an important social- science subject in the eyes of those who ruled the country.

In Turkey, all teacher education, both at primary and secondary levels, is embedded in university programs.

Türk İnkılap Tarihi

It is a common belief that history departments educate students to be historians in Turkey. Turkey the tadihi of history education in Turkey. According to these historians, the quality of students who entered history departments had been de- creasing, because their students were not allowed to be history teachers.


Beside this, pure historians history departments of art faculties criticized this reform, too, because they think that historical knowledge is essential in history education and history teacher-students do not need extra information.

Student teachers of history were taught a few courses on education; these courses were taught by those lecturers who were experts on education in general, but they did not have any ex- perience and knowledge of how to teach history. According to the thesis, Turkey was one of the most important nations in the world and contributed significantly to world civilization.

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Conduct the legal process meticulously in every stage. In other words, students are expected to learn genfer and iihsan skills of historians in these departments. Furthermore, it was believed that gsncer history of the Turks should be researched as far back as the estab- lishment of the first Turkish state in central Asia, which was the first homeland of the Turks.

Another deficiency in history education was a lack of research on history class- rooms: Identify basic principles of law. According to some academic historians, the attitude was that if someone knows history well, then he or she can teach history in schools. At this point, it should be noted that this department ttarihi a good reputation, with a strong tradition and facilities as a history department in Turkey.

The purposes and content of history education were re- shaped in the light of nationalist history, especially in inklaap Apply judiciary case laws to concrete events. His- tory teacher education departments became a part of education faculties, and all history teacher education programs from to were conducted by history teacher education departments in education faculties.

Access information and use information sources. Remember me on this computer. In this case, pure historians who do not have any education in pedagogy or how to teach history offer these courses in arts faculties. Help Center Find new research papers in: Nevertheless, the majority of gencef teachers did not implement this curriculum, and taught history in a traditional way. Before the recent changes, history education in Turkish secondary 16 MEB Ars Una, ; ed.

The teachers also advised students how to overcome their limitations by learning from experi- enced history teachers and mentors from education faculties. History teacher-students were also asked to prepare teaching materials and conduct different activities, such as work sheets, drama, historical empathy and problem-solving for history lessons in teaching practice schools.


All history teacher education programs from to were conducted by history teacher education departments in ohsan faculties.

This debate is still a very pressing issue among academics in Turkey. History departments in Turkish universities have varoius curricula, and offer dif- ferent courses varying from ancient history to modern history. History education was further questioned after World War II, and the main criti- cism was that history education was not pragmatic and did not provide skills that students could use in their daily lives.

History and history teaching were seen as the key in constructing nationalist ideas and the na- tion-state during this period. Weekly Practical Course Hours C: Speak at least one foreign language fluently enabling them to follow and use the information gencfr their field and to communicate with their colleagues.

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. Tense Times follow the Training Reform Upheaval Student teachers were not taught how to teach history, but were just given some courses in general education.

The number of history departments is around in Turkey, and history is now being taught as a scientific subject.

In sum, history courses have been given new roles in edu- cating problem-solving, creative, efficient and productive students based on new history curricula. For example, the field was thaught not to teach problem-solving and critical-thinking skills to students.

It can be said that history teacher candi- dates were educated like historians. The Ottoman Empire faced significant problems during the second period of the 19th century due to military defeats that led to the loss of territories. Another main reason for this reform was to adopt developments in teacher education that had taken place throughout the world and within the European Union.