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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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. If a history teacher candi- date does not pass this exam, he or she has no chance to teach in public sector. 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.

The idea was that they should be given the opportunity to learn by themselves and be provided with a rich learning environment. Nevertheless, the majority of history teachers did not implement this curriculum, and taught history in a traditional way. The content of history curricula from 9th to 12th grades are as follows: According to Turkish Higher Education Council, staff of education faculties should carry out research on how to teach in their field.

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. Social studies lessons have been in service instead of national history lessons in the upper levels of primary schools since As mentioned above, this creates pressure on the public to allow them the right to enrol in peda- gogy programs.

Türk İnkılap Tarihi

Beside this, the Ottoman Empire lost the great majority of its territories in the Balkans after the Balkan Wars at the beginning of the 20th century, and many civilian Muslim Turks were killed.


Act as social individuals who assume roles in non-governmental organizations. 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.

Lost in Polarization of Historical Culture 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. 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.

In the first option, history graduates from arts faculties were given the right to enroll in one year pedagogy courses in education faculties.

If we examine the curriculum of these history teacher education departments from toit appears that the great majority of courses were on history, and his- tory teacher candidates were being educated like historians. History as an Academic Subject in Universities In Turkey, history as an academic and scientific subject is being taught in the his- tory departments of the arts faculties, which are called humanities faculties in some countries such as the UK.

The purpose of this curriculum reform was to renew the curriculum at primary and secondary levels in Turkey. History depart- 20 MEB Those students who graduated from the history departments of arts faculties, whose courses took 4 years, had the chance of enrolling in 1.

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.

Sabahattin Özel (Author of Türk İnkılap Tarihi)

Furthermore, Turkish historians should indicate that the Turks estab- lished one of the greatest and oldest civilizations. Acknowledge the necessity of life-long learning. University of Ulster Press; In Turkey, all teacher education, both at primary and secondary levels, ihxan embedded in university programs.

University of Toronto Press 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.


In particular, some of the pictures in the text- books are not clear, and some of them are not directly related to the content of the textbooks. Today, history is a part of the core curriculum at all secondary schools, and is only taught at secondary level.

Another deficiency in history education was a lack of research on history class- rooms: History textbooks were also given attention in the s ibsan the Turkish Republic. 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.

People suffered and were in trauma during this period, in which Turkish nationalism emerged.

Ars Una, ; ed. Curriculum Organization of Pedagogy Program The courses that are offered during each semester of the history teacher pedagogy program are as follows.

Türk İnkılap Tarihi by Sabahattin Özel

Use laws and regulations to solve legal problems. Throughout this period, the staff of history departments in arts faculties had criti- cized history teacher education programs in education faculties. This development was criticized by conservative parts of Turkish society. It is a common belief that history departments educate students to be historians in Turkey.

Further- more, numbers of unemployed arts-faculty graduates increased day by day, which created a pressure on society. There were two main courses focused on in- 14 Ibid. At this point, it should be noted that this department has a good reputation, with a strong tradition and facilities as a history department in Turkey. The purposes and content of traihi education were iinklap shaped in the light of nationalist history, especially in Mensch – Natur – Technik.