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TURKISH LANGUAGE TEACHER TRAINING Assoc.Prof.Dr . Halit KARATAY Abant İzzet Baysal University

TURKISH LANGUAGE TEACHER TRAINING Assoc.Prof.Dr . Halit KARATAY Abant İzzet Baysal University Education of Turkish. Training Turkish Language Teachers.

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TURKISH LANGUAGE TEACHER TRAINING Assoc.Prof.Dr . Halit KARATAY Abant İzzet Baysal University

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  1. TURKISH LANGUAGE TEACHER TRAINING Assoc.Prof.Dr. Halit KARATAY Abant İzzet Baysal University Education of Turkish

  2. Training Turkish Language Teachers • Turkishlanguageteaching is a professionwhichrequiresgreatresponsibilityandspecialtalent. Teachercandidatesmust be trainedmeticulously. • Ottomancivileducationsystemconsisted of sıbyanschoolsandmadrassahsuntilthefirsthalf of the 19th century. • Muallims, theteachers of sıbyanschoolsweregenerallymadrassahgraduates. • Until Sultan Mehmet theConqueror’sreign, Madrassahsdid not implementanyprogrammesdesignedtotrainmuallims. Thespecialprogrammeimplemented in HagiaSophiaand Eyüp madrassahsforthosewhowouldteach in sıbyanschoolsbymandate of Sultan Mehmet theConqueror, wasdiscontinuedafter a while. Then, havingreligiousknowledgeandbeingearnestwasdeemedsufficienttoteach in sıbyanschools.

  3. Training Turkish Language Teachers • After Tanzimat, darülmualliminanddarülmuallimatsuppliedteacherstoboys’ andgirls’ schoolsrespectively. • Allbranchteachersweretrainedwith a singleprogramme in theseschools. • Thereweresomechangestoorganisationalstructureandprogrammes of theseschoolsbroughtaboutbytheintroduction of Darülmuallimin andDarülmuallimat Regulations in 1915. • TheRegulationsdividetheseschoolsintosectionscalledprimary, preparatoryandhigher. “Primary”sectiontrainedprimaryschoolteachers, “preparatory”sectiontraineddarülmullimat anddarülmuallimin-i iptidaiteachersandinspectors. “Higher”sectionwith 4 years of trainingwasdividedintoliterature, naturalsciencesandmathematicssections.

  4. Training Turkish Language Teachers • ChangesbroughtaboutbytheRegulationscannot be consideredadequatefortrainingTurkishlanguageteachers at that time. • Withtheproclamation of therepublic, (29 October 1923) somechangestoteachertrainingpolicyweremade as witheveryotherfield. • As perdecisions of the 1st Congress of Science; primaryschools, middleschools, highschoolsandgraduateschoolssecuredtheirplaces in theeducationsystem. • Althoughtheplace of middleschools in thesystemwasclear, specialtrainingforteacherstowork in theseschools had not startedbythen.

  5. Training Turkish Language Teachers • Middleschoolteachersfirstappeared in theeducationsystemwiththeadoption of Middle School TeachersLawdated 1924 andnumbered 439. • School of Middle School Teachers had onlytheTurkishlanguagesectionwhen it wasestablished in Konya in 1926. • Inthe 1940s, withtheimpetusgivenbynationwideeffortstoproliferatemiddleschools, School of Middle School TeachersandEducationInstitutewereunabletocaterto a growingneedforteachers. As a result, newtraininginstitutesjoinedtheranks of Turkisheducationsystem.

  6. Training Turkish Language Teachers • Programmesimplemented in educationinstituteswereredesigned in variousoccasionstomakeeducationandtrainingactivitiesmoreeffective. Inthisregard, programmesimplemented in Turkishlanguagedepartmentswerealsoamended(1931, 1941, 1944). • As perEducationInstitutesRegulationsissued on 21st January 1947, departmentsundertheinstituteweremergedandtwodepartmentscalled“multiplecourses”and“singlecourses”wereestablished. Thereasonforthiswastoenableteachersto be trained in morethanonefield at thesame time, therebypreventingpotentialteachershortage in middleschoolsto be opened.

  7. Training Turkish Language Teachers • Withtheseregulations, courseswhichwerepriorly in theprogramme of Turkishlanguagedepartmentweremergedunderthe name of “Turkish Language andLiterature”andprovidedundermultiplecoursesdepartment. (1948-1949) • However, providingwithin a singlecoursethecourses of a departmentthatwasestablishedtotrainTurkishlanguageteachersformiddleschools, did not yieldgoodresults. Itwasstressedduringthe 4th NationalEducationCongressthatthis had a negativeimpact on educationandtrainingactivities. • Duringthe 4th NationalEducationCongressgatheredbetween 22nd and 31st of August 1949, it wasrecommendedthatcoursesprovided in educationinstitutes be divided in threegroups, namely“literature, scienceandforeignlanguage”. Tothatend, somechangestotheprogramme of educationinstitutesweremade in 1957.

  8. Training Turkish Language Teachers • Inthe 1957 Programme, literaturedepartmentsthatprovide 2 years of educationfocused on theoreticalworkforthe 1st gradeandfocused on practicalworkforthe 2nd grades. • The 1966 ProgrammewhereTurkishlanguagedepartmentswere put intooperationagainindependently, wasquitesignificant in terms of majorcourses. Weeklycoursehoursforwhichthepreviousprogrammewascriticised, werereducedandvocationalcourseswerediversified. • Duration of trainingprovided in educationinstituteswasincreasedto 3 years in 1968-1969 academicyear. We can seethat in theprogrammeimplementedforTurkishlangugedepartments; areacoursesmakeup 58% of theprogrammewhile general knowledgemakeup 27% andteachingprofessioncoursesmakeup 14%.

  9. Training Turkish Language Teachers • 1978-1979 academicyear can be regarded as a fresh start forbotheducationinstitutesandTurkishlanguagedepartments. • Inthisperiod, duration of trainingprovidedbyeducationinstituteswasincreasedtofouryearsandtheywererenamed as higherteacherschools. • EventhoughcoursesprovidedbyTurkishlanguagedepartmentsweremorediversecomparedtotheonesbefore, changingthedepartment name toTurkish Language andLiteraturewasdetrimentaltoproffesionalisation of Turkishlanguageteaching. • New structuringoccured in highereducation in 1982, transferinghigherteacherschoolsunderuniversitiesandturningthemtofaculties of education.

  10. Training Turkish Language Teachers • Training Turkishlanguageteachersbecame an issueonceagainwhenTurkish Language EducationandTeachingDivisionwasestablishedunder Gazi University, Institute of SocialSciences, Division of Turkish Language andLiteratureEducation. • Thiswas an important step whichensuredrelevanttrainingforacademicswhowouldserve in theundregraduatelevelTurkishTeachingProgrammeplannedforfollowingyears. • Turkish Language Teachingprogrammesunder Gazi and Buca Educationfaculties, Division of Turkish Language andLiteraturewereopened in 1992-1993 academicyear.

  11. Training Turkish Language Teachers • Efforts in 1996 torestructureeducationfacultiessawtheestablishment of Turkish Language EducationdepartmentsundereducationfacultiestotrainTurkishlanguageteacherstoserve in the 2nd stage of primaryeducation. • Evenwiththisimportantdevelopment, it cannot be saidthatTurkishlanguageteachingbecamefullyprofessionalised. Becausegraduates of Turkishlanguageeducationdepartmentsundereducationfacultieswere not theonlyonesto be appointed as Turkishlanguageteachers. Graduates of Turkishlanguageandliteratureeducationdepartments as well as TurkishlanguageandliteratureeducationandcontemporaryTurkishdialectsandliteraturedepartmentswerealsoappointed as teachers. • TheProgrammeneglectedtheissues of teachingTurkishtoforeigners, those of TurkishdescentandTurkishchildrenlivingabroad. Somecoursessuch as communicationandlinguisticswhichshould be in a mothertongueteachingprogrammewerealsonowhereto be found.

  12. Training Turkish Language Teachers • As of 2006-2007 academicyear, a differentandnewprogramme has beeninitiated in Turkishlanguageeducationdepartments of educationfaculties. • Theend of undergraduateminors is one of theimportantchanges in thsiprogramme. This is an important step towardsallocatingmore time formajorcoursesandprofessionalisation of Turkishlanguageteaching. • Thecurrentprogramme has coursesworth 145 credits. Out of 59 courses; 33 aremajors, 14 are general knowledgeand 12 areprofessionalknowledgecourses.

  13. Training Turkish Language Teachers • Facultieshavingbeengrantedtherighttodeterminecourses at a ratio of about 30% of theProgramme; increasingpossibilitiesforelectivecourses; inclusion of “General Linguistics” in theprogramme as a compulsorycourseandinclusion of a courseforteachingTurkishlanguagetoforeigners; arenoteworhtydevelopmentsconcerningTurkishlanguageteachertraining. • However, anycoursesforteachingTurkishlanguagetoTurkishchildrenlivingabroadandthose of Turkishdescentarestilllacking.

  14. TeachingProgrammeIntroduced in 2006: 1st Grade

  15. TeachingProgrammeIntroduced in 2006: 2nd Grade

  16. TeachingProgrammeIntroduced in 2006: 3rd Grade

  17. TeachingProgrammeIntroduced in 2006: 4th Grade

  18. Conclusion • Achievingdesiredlevels of success in thefield of Turkishlanguageeducationandtrainingwill be possiblethroughhighqualityprogrammes. Thisrequirescontinuousmonitoring, renewalandimprovementthroughremedyingdeficiencies of Turkishlanguageprogrammesimplemented in primaryschools • No doubt, achievingsuccess in educationandtrainingdoes not solelyrely on programmes. Insufficiency of fieldknowledge, professionalknowledgeand general knowledge on thepart of teachers, theimplementors of theprogramme, preventssuccess in educationandtrainingprocess. • Pre-service training is an importantperiodforteacherstogaincompetences. Therefore, Turkishlanguageteachertrainingprogrammeshould be improved in paralleltoarisingneeds.

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