1 / 18

TURKISH LANGUAGE TEACHER TRAINING Assoc.Prof.Dr . Halit KARATAY Abant İzzet Baysal University

TURKISH LANGUAGE TEACHER TRAINING Assoc.Prof.Dr . Halit KARATAY Abant İzzet Baysal University Education of Turkish. Training Turkish Language Teachers.

lynna
Download Presentation

TURKISH LANGUAGE TEACHER TRAINING Assoc.Prof.Dr . Halit KARATAY Abant İzzet Baysal University

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TURKISH LANGUAGE TEACHER TRAINING Assoc.Prof.Dr. Halit KARATAY Abant İzzet Baysal University Education of Turkish

  2. Training Turkish Language Teachers • Turkishlanguageteaching is a professionwhichrequiresgreatresponsibilityandspecialtalent. Teachercandidatesmust be trainedmeticulously. • Ottomancivileducationsystemconsisted of sıbyanschoolsandmadrassahsuntilthefirsthalf of the 19th century. • Muallims, theteachers of sıbyanschoolsweregenerallymadrassahgraduates. • Until Sultan Mehmet theConqueror’sreign, Madrassahsdid not implementanyprogrammesdesignedtotrainmuallims. Thespecialprogrammeimplemented in HagiaSophiaand Eyüp madrassahsforthosewhowouldteach in sıbyanschoolsbymandate of Sultan Mehmet theConqueror, wasdiscontinuedafter a while. Then, havingreligiousknowledgeandbeingearnestwasdeemedsufficienttoteach in sıbyanschools.

  3. Training Turkish Language Teachers • After Tanzimat, darülmualliminanddarülmuallimatsuppliedteacherstoboys’ andgirls’ schoolsrespectively. • Allbranchteachersweretrainedwith a singleprogramme in theseschools. • Thereweresomechangestoorganisationalstructureandprogrammes of theseschoolsbroughtaboutbytheintroduction of Darülmuallimin andDarülmuallimat Regulations in 1915. • TheRegulationsdividetheseschoolsintosectionscalledprimary, preparatoryandhigher. “Primary”sectiontrainedprimaryschoolteachers, “preparatory”sectiontraineddarülmullimat anddarülmuallimin-i iptidaiteachersandinspectors. “Higher”sectionwith 4 years of trainingwasdividedintoliterature, naturalsciencesandmathematicssections.

  4. Training Turkish Language Teachers • ChangesbroughtaboutbytheRegulationscannot be consideredadequatefortrainingTurkishlanguageteachers at that time. • Withtheproclamation of therepublic, (29 October 1923) somechangestoteachertrainingpolicyweremade as witheveryotherfield. • As perdecisions of the 1st Congress of Science; primaryschools, middleschools, highschoolsandgraduateschoolssecuredtheirplaces in theeducationsystem. • Althoughtheplace of middleschools in thesystemwasclear, specialtrainingforteacherstowork in theseschools had not startedbythen.

  5. Training Turkish Language Teachers • Middleschoolteachersfirstappeared in theeducationsystemwiththeadoption of Middle School TeachersLawdated 1924 andnumbered 439. • School of Middle School Teachers had onlytheTurkishlanguagesectionwhen it wasestablished in Konya in 1926. • Inthe 1940s, withtheimpetusgivenbynationwideeffortstoproliferatemiddleschools, School of Middle School TeachersandEducationInstitutewereunabletocaterto a growingneedforteachers. As a result, newtraininginstitutesjoinedtheranks of Turkisheducationsystem.

  6. Training Turkish Language Teachers • Programmesimplemented in educationinstituteswereredesigned in variousoccasionstomakeeducationandtrainingactivitiesmoreeffective. Inthisregard, programmesimplemented in Turkishlanguagedepartmentswerealsoamended(1931, 1941, 1944). • As perEducationInstitutesRegulationsissued on 21st January 1947, departmentsundertheinstituteweremergedandtwodepartmentscalled“multiplecourses”and“singlecourses”wereestablished. Thereasonforthiswastoenableteachersto be trained in morethanonefield at thesame time, therebypreventingpotentialteachershortage in middleschoolsto be opened.

  7. Training Turkish Language Teachers • Withtheseregulations, courseswhichwerepriorly in theprogramme of Turkishlanguagedepartmentweremergedunderthe name of “Turkish Language andLiterature”andprovidedundermultiplecoursesdepartment. (1948-1949) • However, providingwithin a singlecoursethecourses of a departmentthatwasestablishedtotrainTurkishlanguageteachersformiddleschools, did not yieldgoodresults. Itwasstressedduringthe 4th NationalEducationCongressthatthis had a negativeimpact on educationandtrainingactivities. • Duringthe 4th NationalEducationCongressgatheredbetween 22nd and 31st of August 1949, it wasrecommendedthatcoursesprovided in educationinstitutes be divided in threegroups, namely“literature, scienceandforeignlanguage”. Tothatend, somechangestotheprogramme of educationinstitutesweremade in 1957.

  8. Training Turkish Language Teachers • Inthe 1957 Programme, literaturedepartmentsthatprovide 2 years of educationfocused on theoreticalworkforthe 1st gradeandfocused on practicalworkforthe 2nd grades. • The 1966 ProgrammewhereTurkishlanguagedepartmentswere put intooperationagainindependently, wasquitesignificant in terms of majorcourses. Weeklycoursehoursforwhichthepreviousprogrammewascriticised, werereducedandvocationalcourseswerediversified. • Duration of trainingprovided in educationinstituteswasincreasedto 3 years in 1968-1969 academicyear. We can seethat in theprogrammeimplementedforTurkishlangugedepartments; areacoursesmakeup 58% of theprogrammewhile general knowledgemakeup 27% andteachingprofessioncoursesmakeup 14%.

  9. Training Turkish Language Teachers • 1978-1979 academicyear can be regarded as a fresh start forbotheducationinstitutesandTurkishlanguagedepartments. • Inthisperiod, duration of trainingprovidedbyeducationinstituteswasincreasedtofouryearsandtheywererenamed as higherteacherschools. • EventhoughcoursesprovidedbyTurkishlanguagedepartmentsweremorediversecomparedtotheonesbefore, changingthedepartment name toTurkish Language andLiteraturewasdetrimentaltoproffesionalisation of Turkishlanguageteaching. • New structuringoccured in highereducation in 1982, transferinghigherteacherschoolsunderuniversitiesandturningthemtofaculties of education.

  10. Training Turkish Language Teachers • Training Turkishlanguageteachersbecame an issueonceagainwhenTurkish Language EducationandTeachingDivisionwasestablishedunder Gazi University, Institute of SocialSciences, Division of Turkish Language andLiteratureEducation. • Thiswas an important step whichensuredrelevanttrainingforacademicswhowouldserve in theundregraduatelevelTurkishTeachingProgrammeplannedforfollowingyears. • Turkish Language Teachingprogrammesunder Gazi and Buca Educationfaculties, Division of Turkish Language andLiteraturewereopened in 1992-1993 academicyear.

  11. Training Turkish Language Teachers • Efforts in 1996 torestructureeducationfacultiessawtheestablishment of Turkish Language EducationdepartmentsundereducationfacultiestotrainTurkishlanguageteacherstoserve in the 2nd stage of primaryeducation. • Evenwiththisimportantdevelopment, it cannot be saidthatTurkishlanguageteachingbecamefullyprofessionalised. Becausegraduates of Turkishlanguageeducationdepartmentsundereducationfacultieswere not theonlyonesto be appointed as Turkishlanguageteachers. Graduates of Turkishlanguageandliteratureeducationdepartments as well as TurkishlanguageandliteratureeducationandcontemporaryTurkishdialectsandliteraturedepartmentswerealsoappointed as teachers. • TheProgrammeneglectedtheissues of teachingTurkishtoforeigners, those of TurkishdescentandTurkishchildrenlivingabroad. Somecoursessuch as communicationandlinguisticswhichshould be in a mothertongueteachingprogrammewerealsonowhereto be found.

  12. Training Turkish Language Teachers • As of 2006-2007 academicyear, a differentandnewprogramme has beeninitiated in Turkishlanguageeducationdepartments of educationfaculties. • Theend of undergraduateminors is one of theimportantchanges in thsiprogramme. This is an important step towardsallocatingmore time formajorcoursesandprofessionalisation of Turkishlanguageteaching. • Thecurrentprogramme has coursesworth 145 credits. Out of 59 courses; 33 aremajors, 14 are general knowledgeand 12 areprofessionalknowledgecourses.

  13. Training Turkish Language Teachers • Facultieshavingbeengrantedtherighttodeterminecourses at a ratio of about 30% of theProgramme; increasingpossibilitiesforelectivecourses; inclusion of “General Linguistics” in theprogramme as a compulsorycourseandinclusion of a courseforteachingTurkishlanguagetoforeigners; arenoteworhtydevelopmentsconcerningTurkishlanguageteachertraining. • However, anycoursesforteachingTurkishlanguagetoTurkishchildrenlivingabroadandthose of Turkishdescentarestilllacking.

  14. TeachingProgrammeIntroduced in 2006: 1st Grade

  15. TeachingProgrammeIntroduced in 2006: 2nd Grade

  16. TeachingProgrammeIntroduced in 2006: 3rd Grade

  17. TeachingProgrammeIntroduced in 2006: 4th Grade

  18. Conclusion • Achievingdesiredlevels of success in thefield of Turkishlanguageeducationandtrainingwill be possiblethroughhighqualityprogrammes. Thisrequirescontinuousmonitoring, renewalandimprovementthroughremedyingdeficiencies of Turkishlanguageprogrammesimplemented in primaryschools • No doubt, achievingsuccess in educationandtrainingdoes not solelyrely on programmes. Insufficiency of fieldknowledge, professionalknowledgeand general knowledge on thepart of teachers, theimplementors of theprogramme, preventssuccess in educationandtrainingprocess. • Pre-service training is an importantperiodforteacherstogaincompetences. Therefore, Turkishlanguageteachertrainingprogrammeshould be improved in paralleltoarisingneeds.

More Related