An overview of the reports belongs to foreign countries’ education systems and their contents which guided the education in the republican period (1925-1927)
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Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sakarya University
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Both quantitive and qualitative changes resulting from the social, political and cultural changes and developments happened in education and schooling in the Turkish National Education system during the II. Constitutionalizm period after the Reforms period. It can be said that education and schooling models which were applied in the western countries made the greatest effect to these changes and developments. For this purpose, the newly established Republic of Turkey organized training trips to other countries in order to examine their educational systems on one hand and invited foreign experts to the country so that they can examine the current educational system of the country on the other hand so that it could adapt the Education System which was inherited from the II. Meşrutiyet, that is the final period of the Ottoman Empire to the modern pedagogic approach of the era. Mr. Muallim Talat, Education Chairman Mr. Mustafa Necati, Ali Enver of Uskudar, Mr. Selim Sirri, Mr. Ismail Hakki, Dr. Alfred Kuhne, Mr. Zekai, Nafi Atuf ve Audit Commitee Chairman Mr. Rıdvan Nafiz, George Stiehler, Ahmet Hilmi, Mrs.Vildan and Mr. Nizamettin, James Graham filed reports to the Ministry of Education between 1924 and 1927. This study focuses on the contents of the Mr. Muallim Talat’s“Avrupa’da Maarif Tetkiki (Inspection of the Education in Europe)” In this study, Muallim Talat Bey’s Impressions from "Inspection of the Ministry of Education in Europe" Trips, the report about trade schools in Germany, Great Britain and Czechoslovakia by Hakkı Bey who was the handicraft teacher of the Ankara Teacher’s Institue, Mr. Nafi Atuf and Mr. Rıdvan Nafiz’s report about the Russian Education, Mr. Ahmet Hilmi’s reports about German forestry schools and vocational education were examined. Upon analyzing the contents of the reports it was seen that they focused on the mode of national education, the place of the handicraft courses in the curriculum and their purposes, vocational technical training, teacher training, special education, and education systems of the countries examined. © The Turkish Online Journal of Educational Technology.
Açıklama
Anahtar Kelimeler
Foreign Education Systems, Handicraft, National Education, Special Education, Vocational Training
Kaynak
Turkish Online Journal of Educational Technology
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
2016
Sayı
NovemberSpecialIssue
