Publication: 1940-1946 döneminde köy enstitülerindeki eğitim-öğretim uygulamaları ve tarih eğitimi
Abstract
1940-1946 DÖNEMİNDE KÖY ENSTİTÜLERİNDEKİ EĞİTİM-ÖĞRETİM UYGULAMALARI VE TARİH EĞİTİMİ Bu araştırma, 17 Nisan 1940 tarihinde 3803 sayılı ‘Köy Enstitüleri Kanunu’ ile kurulan ve 27 Ocak 1954 tarihinde 6234 sayılı ‘Köy Enstitüleri ile Öğretmen Okullarının Birleştirilmesi Hakkında Kanun’la resmen kapatılan köy enstitülerinin kurucu kadronun görevde olduğu 1940-1946 yılları çerçevesinde incelenmeye çalışılmıştır. İncelemede enstitülerin kuruluşuna yol açan sebepler, enstitülerdeki eğitim uygulamaları ve bu uygulamaların tarih eğitimine yansımaları devrin tarih anlayışları çerçevesinde ortaya çıkan söylemeler aracılığıyla çözümlenmeye çalışılmıştır. Araştırma amaçları nitel araştırma yöntemleri kullanılarak gerçekleştirilmiştir. Bu araştırma, nitel araştırma yöntemlerinden tarihsel araştırma modeline uygun olarak yapılandırılmıştır. Doküman incelemesi ve görüşme teknikleri ile anlamlandırılan veriler söylem analizi ile ilişkilendirilerek değerlendirilmiştir. Araştırma devirde uygulama alanı bulan 1943 öğretim evesinde yapılandırılmıştır. Öğretim programında ortaya çıkan uygulamalar enstitülerin yazdığı anı kitapları, yöneticilerin ortaya koyduğu eserler temel alınarak değerlendirilmiştir. Ayrıca 1940-1946 yılları arasında enstitülerde eğitim görmüş yedi mezun ile yapılan görüşmeler sonucu ortaya çıkan verilerde araştırmaya dahil edilmiştir. 1940-1946 arasında ortaya çıkan eğitim uygulamalarının iş eğitimi ilkesine göre uygulandığı, eğitim öğretim uygulamaları çerçevesinde oluşturulan iletişim ortamının öğrencilerin kişilik gelişimine olumlu etki yaptığı, kitap okumaya verilen önemin üst düzeyde olduğu; tarih eğitimi alanında devrin olanakları çerçevesinde öğrencilerin derse katılımının sağlandığı ve enstitülerin özellikle Türk Tarih Tezi’nin etkisinde kalındığı bulgulanmıştır. Anahtar sözcükler: Köy enstitüsü, eğitim, tarih eğitimi.
THE APPLICATIONS OF EDUCATION&INSTRUCTION AND THE HISTORY EDUCATION IN THE VILLAGE INSTITUTES BETWEEN THE PERIOD OF 1940-1946 In this study, the Village Institutes, which were established on 17 April 1940 with the legislation number 3803 'Village Institutes Law' and officially closed on January 27, 1954 with the legislation number 6234 'Unification of the Village Institutes and the Institute of Teacher's School Law’, were to examine. The causes led to the establishment of the institutions, educational practices in the institutions and the reflections of these practices in the history education were studied through discourse within the framework of the emerging era. This research was conducted according to the historical research model with the use of the qualitative research methods. Data, associated with the document review and interview techniques, were evaluated with discourse analysis. Research was structured around the framework of the 1943 education curriculum. Emerging applications in education programs were evaluated based on the memoirs of the institution attendees and the valuable work of the institution managers. In addition, the resulting data from the interviews with seven institute graduates, who attended the institution between the years 1940-1946, were also included in the study. It was concluded that the emerging educational practices between 1940-1946 applied based on the job training policy; the communication environment created within the framework of the educational and teaching practices had a positive impact on students personality development; the importance of reading was highly regarded; the students' class participation was encouraged as much as possible; and the institutes remained under the influence of the findings of the Turkish History Thesis. Key words: Village Institute, education, history education.
THE APPLICATIONS OF EDUCATION&INSTRUCTION AND THE HISTORY EDUCATION IN THE VILLAGE INSTITUTES BETWEEN THE PERIOD OF 1940-1946 In this study, the Village Institutes, which were established on 17 April 1940 with the legislation number 3803 'Village Institutes Law' and officially closed on January 27, 1954 with the legislation number 6234 'Unification of the Village Institutes and the Institute of Teacher's School Law’, were to examine. The causes led to the establishment of the institutions, educational practices in the institutions and the reflections of these practices in the history education were studied through discourse within the framework of the emerging era. This research was conducted according to the historical research model with the use of the qualitative research methods. Data, associated with the document review and interview techniques, were evaluated with discourse analysis. Research was structured around the framework of the 1943 education curriculum. Emerging applications in education programs were evaluated based on the memoirs of the institution attendees and the valuable work of the institution managers. In addition, the resulting data from the interviews with seven institute graduates, who attended the institution between the years 1940-1946, were also included in the study. It was concluded that the emerging educational practices between 1940-1946 applied based on the job training policy; the communication environment created within the framework of the educational and teaching practices had a positive impact on students personality development; the importance of reading was highly regarded; the students' class participation was encouraged as much as possible; and the institutes remained under the influence of the findings of the Turkish History Thesis. Key words: Village Institute, education, history education.