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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Follow the developments and judgments in the field of law. Identify universal solution methods of legal problems and alternative dispute resolution methods. History is a compulsory subject in Turkish high schools. These departments teach both history and pedagogy courses. As mentioned above, this creates pressure on the public to allow them the right to enrol in peda- gogy programs.

tsrihi Student teachers were not taught how to teach history, but were just given some courses in general education. In the second option, students in history departments in the 15 Ismail H.

History and history teaching were seen as the key in constructing nationalist ideas and the na- tion-state during this period. 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. Communicate effectively orally and in writing. It is a common belief that history departments educate students to be historians in Turkey.


Sabahattin Özel (Author of Türk İnkılap Tarihi)

Make a judgment and a decision. History teacher candidates, like the candidates of ihsqn subjects, have to pass a national exam, the Public Sector Personnel Qualifying Examination KPSSin order to be- come history teachers in secondary schools in Turkey. Develop themselves in the newly emerging legal disciplines.

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 tarihhi. In sum, history courses have been given new roles in edu- cating problem-solving, creative, efficient and productive students based on new history curricula. Demircioglu The purpose of this study is to describe history teacher education and history edu- cation in Turkish society.

History teacher-students were expected to develop teaching capabilities, and recognize the problems they encountered in teaching history lessons. Those students who graduated from the history departments of arts faculties, whose courses took 4 years, had the chance of enrolling in 1. In other words, students in history departments are mainly expected to learn Turkish history.

Turkish history curricula from 9th to 12th grades give information about a broad time-period, ex- tending from prehistoric times to the present. Z Course Coordinator Assist. In Turkey, modern teacher education has a strong tradition, dating back to the mid- 19th century.

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 some academic historians, the attitude was that if someone knows history well, then he or she can teach history in schools. It can be said that history teacher candi- dates were educated like historians. History Education in Turkey after There were important changes made to history education after Ataturk died in Enter the email address you signed up with and we’ll email you a reset link.


In other words, history and history teacher education have been examined since the establishment of the Turkish Republic in 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.

Türk İnkılap Tarihi

There was also pressure from the European Union for Turkey to reform education and other fields. Changes in the Training of History Teachers in Hungary History teacher-students were observed by experienced history teachers and their teaching- practice colleagues during this period. 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 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.

During this period, three different programs were designed to educate history teacher-students.