Problems and solution suggestions of teaching Ottoman Classical Period history according to the views of historians, history educators, teachers and students

In this study titled "Problems of Ottoman (Classical Period) history teaching and solution suggestions according to the views of historians, history educators, teachers and students", 11 historians, 6 history educators, 10 history teachers and 24 tenth grade students, who are the stakeholders of the history teaching process, were interviewed. Phenomenology study design, one of the qualitative research methods, was used in the research. The interviews, which were conducted with a semi-structured interview form developed with expert opinion, were conducted in 2016-2017 and 2017-2018 academic years. The data obtained after the interviews were analysed by document analysis. The interview data were classified and coded in accordance with the sub-problems and presented in the findings as 11 themes. Since the aim of the research is to identify the problems encountered in history teaching related to the history of the Ottoman Classical Period and to suggest solutions, the literature on the historiography and history teaching of Ottoman history in the conceptual framework of the research was analysed throughout the Republican period. In this context, Ottoman historiography was analysed from different world views and the boundaries of the Ottoman Classical Period were presented based on the literature. During the Republican period, the narration and change of Ottoman history and the history of the Ottoman Classical Period within the framework of history curricula and history textbooks were presented. According to the findings of the research, it was found that the problems existing within the framework of contemporary history teaching conditions in Turkey are also reflected in the teaching of the Ottoman Classical Period. It was found that historians, history educators, history teachers and students use different definitions and time periods about the Ottoman Classical Period. It has been revealed that students studying in different high school types such as Social Sciences, Anatolian, Anatolian Imam-Hatip, Vocational and Technical Anatolian High Schools have different views on the teaching of Ottoman Classical Period History despite the singular policies of the Ministry of National Education. According to the interviewees, it was found that the history curriculum and textbooks are inadequate in the learning-teaching process of the History of the Ottoman Classical Period and that there is an ideological view of history. It was also found that the teaching methods specific to the field are not sufficiently known and adopted by history teachers. In the teaching of the history of the Ottoman Classical Period, it was found that there are informal data sources such as popular culture, oral culture, apart from official teaching sources. It has been determined that student-centred, holistic and comprehensive new teaching methods are needed for the teaching of Ottoman Classical Period history, to which the stakeholders of history teaching will contribute.