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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 and history teaching were seen as the key in constructing nationalist ideas and the na- tion-state during in,lap period. The rationale behind the change was to integrate the developments in education that were taking place in the modern world. Almost all teacher education institutions were governed and organized by the Min- istry of Education. It is interesting that the con- ference was held by the Philosophy Society, and not the Turkish History Society.

Carry on their profession personally and within a group in coordination with a team. It is a common belief that history departments educate students to be historians in Turkey.

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

Remember me on this computer. At this point, however, it should be noted some of these studies have methodological problems. Demonstrate professional and ethical responsibility. In other words, students in history departments are mainly expected to learn Turkish history. This Turkish history thesis was one of the important elements con- tributing to a national identity in Turkish society. Aali Theoretical Course Hours P: Yet, although the new history curricula are better than the previ- ous ones, there are inklpa significant differences between the two in terms of contents and aims.

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.

Lost in Polarization of Historical Culture Make use of electronic databeses and library catalogues. This situation was criticized by pure historians because they believed that someone who knew history well, taught history well, which is a debatable is- sue in Turkey. An important body ihdan literature therefore came into being in this field twrihi Turkey; academics and postgraduate stu- dents presented their research conclusions to solve the problems of history educa- tion in Turkish universities.

History as an Academic Subject in Universities In Turkey, history as an academic and scientific subject is being taarihi in the his- tory departments of gncer arts faculties, which are called humanities faculties in some countries such as the UK. Further- more, numbers of unemployed arts-faculty graduates increased day by day, which created a pressure on society.

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Beyond this, these historians did not have enough information about what history education is, and how to teach history lessons in an active way. New history textbooks consist of more pictures and ac- tivities when compared with previous history textbooks. Offer solutions to complicated legal issues that they may face with. History and history teaching remained on the agenda of Turkish society after Ataturk, and history teachers and history lessons were expected to transmit nationalist ideas to Turkish children until the lates.

The pedagogy program for history teachers runs for two semesters, and the courses in this program cf. Only a few history teacher education departments in education faculties have continued to teach courses in both history and education.

At this point it should be noted that, although new Turkish history textbooks are better than the previous, they have still some deficiencies. 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.

The first important meeting about history education in Turkey was held by the Philosophy Society inand was a turning point for this field.

In addition, one of the main responsibilities of history gejcer students was teaching history lessons for at least six hours per week. Although some 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 of history education in schools.

History teacher-students were given a non-thesis master degree at the end of these five years.

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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 learn- ing environment.

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.

History teacher-students were taught few courses in education, and these courses were taught by lecturers who were experts in educa- tion in general, but who did not have any experience and knowledge in how to teach history. Follow solutions offered for a specified topic in comparative law. As a result of this, some research on what kinds of skills history education should provide was carried out, especially in England, leading to the emergence of new skills which students could use.


Use laws and regulations to solve legal problems. Help Center Find new research papers in: University of Ulster Press; Turkish Higher Education Council required this staff to study history education rather than history.

Es- pecially in the period of Ataturkhistory was an important social- science subject in the eyes of those who ruled the country. 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. 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.

Another deficiency in history education was a lack of research on history class- rooms: Turkish society faced 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.

Türk İnkılap Tarihi

History teacher-students could gain qualified teacher status through non-thesis, his- tory teacher education programs from toand were given education through both faculty- and school-based studies.

Log In Sign Up. For this reason, history as a school subject was used to enhance the unity of the Islamic world among Ottoman society. Curriculum Organization of non-thesis history teacher education courses from to The courses that are offered during each semester of the history teacher education program are as follows. There was also pressure from the European Union for Turkey to reform education and other fields. For this reason, it was believed that Turkish history should be researched scientifically.

Define a legal problem. This meant that the Muslim population of the Empire who used to live outside Anatolia, espe- cially Muslims in the Balkans and Caucasus, became immigrants and moved to Anatolia, which was the main territory of the Empire. UK and Dutch Alii, ed.

Identify basic principles of law.