Turkish teachers training during the independence period

Language is the strongest bond which helps a society to become a nation. Atthis point the language, which is an aim in human development as well as it is a tool,is relatively important. The language has an important role in ensuring the continuityof nations and in individual?s communicating with the others in the society. It is inthe responsibility of teachers to teach the mother tongue in accordance with its rules,and this requires the teachers to be trained rather carefully.This study involves changes and developments appeared in the process ofTurkish teachers? training after the declaration of Independence. In order to be usedas a source for the problem of the study, the dimensions of Turkish teacher trainingactivities before the Independence of Turkiye has been studied and the findingobtained about this subject has been presented in the ?Introduction? chapter.In this study, from 1923 to now, the processing of the institutions in whichthe Turkish teachers are trained have been studied based on 2547th (Higher EducationCommission) Law and related regulations. In the current study, using the books andarticles scanning method a search in the archives of the chairmanship of Publicationsoffice in national Education Ministry and of the Educational Faculty of Gazi, Bucaand Dicle in the Chairmanship of Educational office in Higher EducationCommission and in various universities libraries has been performed, and theses andstudies on ?teacher training? in various universities have been studied.The first chapter of the study which consists of four chapters is?Introduction?. In this chapter the name, subject matter, problem, aim and theimportance of the study are mentioned. In the second chapter of the study, historicaldevelopment and organizational structure of institutions in which the teachers havebeen trained during the independence period have been studied, the programs used inthe departments of Turkish Education have been evaluated and the information aboutthese departments? instructional staff and the information about these departmentsvinstructional staff and student sources has been provided. But, since the teachershave been trained in the departments of Turkish Language and Literature Educationof Educational Faculties for a long time and since these who graduate from thesedepartments are still appointed as Turkish teachers when it is needed, the programsused only in Turkish Language and Literature department have been evaluated undera separate title. Because the student sources and instructional staff of thesedepartments have similar features with Turkish Education departments, these pointshaven?t been focused on separately.In the third chapter of the study science and literature faculties have beenstudied. But at these faculties organizational structure, student sources andinstructional staff are same as they are at educational faculties. In order not to causerepetition, these titles are excluded from this chapter, and only the historicaldevelopment of science and literature faculties and the place of Turkish language andliterature departments in the teacher training system have been evaluated. The studiesperformed in 1997 with the aim of the educational faculties? reconstruction havebrought some regulations into both educational and science and literature faculties.The way they affected the Turkish teacher training system is explained in the relatedsections of the study.In the fourth chapter, the finding obtained from this investigation anddepending on these finding, the suggestions for a more affected Turkish teacherstraining system are included.In the study, in order to evaluate the practices of the educational institutionsand high teacher schools, the issues until 1982 of `Journal of Announcement? havebeen scanned, and for the practices after 1982 the catalogs have been benefited fromwhich are available in the Chairmanship of Educational Office in Higher EducationCommission. But, since they weren?t sent to Higher Education Commissionregularly, the catalogs of all universities couldn?t be reached, and the catalogs ofBuca Educational Faculty of Dokuz Eylul University and of the Educational Facultyof Dicle University, which aren?t available here, have been got from the lecturerswho work in the Turkish Education departments of these faculties.viAccording to the finding obtained from the study, after the regulations in1997, the Turkish teacher candidates are trained only to teach at the second level ofelementary schools. In the programs, the absence of lessons related with teachingTurkish to foreigners, bi?linguals and bi?culturals, those of Turkish race and studentsof the first level of elementary school support this idea.Since besides the graduates of Turkish Education departments, those whograduate from Turkish Language and Literature Education, Turkish Language andLiterature, Contemporary Turkish Dialects and Literatures departments are appointedas Turkish teachers, it isn?t probable to say that professionalism on this field isentirely achieved. In order to overcome these problems, only the graduates ofTurkish education departments of educational faculties should be appointed asTurkish teachers and the programs used at these departments should be evaluated anddeveloped continuously.