The institutions training teachers for the village primary schools and evaluation of curriculums of these institutions

In this study, during the Republican period and prior times, developments in the field of teacher training for the villages and village teacher training institutions which are Village Instructor Course, Village Teacher's Schools, and Village Institutes were examined separately in terms of their historical development, organization and administrative structures, teachers, students, school buildings. In addition, curriculums of these institutions were examined based on curriculum development processes; general aims, course content, learning experiences and examining-measurement-evaluation processes. In this investigation, the descriptions have been made based on literature search by using historical methods.This work is a survey based reviewing the documents on teacher education in early Republic and late Ottoman periods. Therefore, the information were gathered together from the archives, libraries, books, journals, and related researches, laws, regulations and circulars, reports and various documents of organizations by screening method.As a result of this survey, it is found out that the teacher training was an important issue during the Ottoman and Republic period. The teacher training issues were tried to be resolved by mainly training village teachers in the period of second Constitutional Monarchy and in early years of Republic, due to majority of the population living in the villages. These institutions, training teachers to the villages had an important place in Turkish Education History in terms of their establishment phase, structures and curriculums.The curriculums of the institutions, the Village Muallim Schools, Village Instructor workshops, Village Teacher's School, and Village Institutes, aiming to train the teachers of the villages were prepared by considering that the teacher candidates should be trained in the natural village environment, far away from city life. Addition to general culture related courses, the agriculture and practice courses together with art lessons and laboratory activities were core of these curriculums. The education and training activities were carried based on the jobs and goods. But, the curriculums of the Village Institutes were renewed and subjected to some changes in 1947 and 1953. The 1947 curriculum of the Village Institutes was determined by changing the purpose and the methods of the courses, related to the teacher formation, such as general culture courses, agriculture and art courses, to be more theoretical and academic. We found out that the majority of general culture courses became more classical, the number of agriculture courses and their practices were decreased and became more theoretical in the curriculum of the Village Institutes in 1953.