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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Almost all teacher education institutions were governed and organized by the Min- istry of Education.
Weekly Practical Course Hours C: The first course was on teaching ex- perience, and history teacher-students were required to observe teaching activities, teaching, teachers, pupils and management of the school environment in teaching practice schools. History is a compulsory subject in Turkish high schools.
History education as a separate subject was not given attention in Turkey until the s. These research assistants completed their studies during the late s and early s.
This was seen as an obstacle to Turkish society becoming a part of the modern world. In the second option, students in history departments in the 15 Ismail Xli.
Acknowledge the necessity of life-long learning. Khodnev History Teacher Education in Russia 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.
First of all, the main cities of Turkey were occupied by British, French, Italian, Russian and Greek troops, and many civilians were killed by non-Muslim armed bands.
Changes in the Training of History Teachers in Hungary Second, history teacher-students were required to spend 3.
He required historians to re- view all history textbooks used in genxer Turkish education system and to write new ones, dedicated by the thesis of Turkish history.
Turkish history textbooks were on the agenda of some Turkish historians in the early s. New history textbooks consist of more pictures inkpap ac- tivities when compared with previous history textbooks. 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.
Identify basic principles of law.
Sabahattin Özel (Author of Türk İnkılap Tarihi)
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 given a non-thesis master degree at the end of these five years. There was also pressure from the European Union for Turkey to reform education and other fields.
Iinklap mentioned above, after the curricula and structures of education faculties were changed, and gencrr great majority of history teacher education departments offered courses in education and how to teach his- tory. Nationalist ideas played an important role in the establishment of the Turkish Republic. It is a common belief that history departments educate students to be historians in Turkey. History teacher candidates, like the candidates of other 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.
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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. In other words, students in history taruhi are mainly expected to learn Turkish history.
Türk İnkılap Tarihi
If we consider the curricula of history teacher education departments from toit appears that the great majority of courses were about history, and history teacher candidates were being educated like historians. Throughout this period, the staff of history departments in arts faculties had criti- cized history teacher education programs in education faculties.
This Turkish history thesis was one of the important elements con- tributing to a national identity in Turkish society. Those students who graduated from the history departments of arts faculties, whose courses took 4 years, had the chance of enrolling in 1.
If we examine the curriculum of these history teacher education departments from toit appears that the great majority of courses were on history, tarhi his- tory teacher candidates were being educated like historians. They returned to their universities in the early s, and went on to make important contributions to history education.
Apply judiciary case laws to concrete events.