Öğretmen eğitiminde yarım kalan şarkı: Türkiye’de Köy Enstitüleri deneyimi

Year 2020, Issue: Ö7, 455 - 467, 21.10.2020

Arzu Ekoç

https://doi.org/10.29000/rumelide.808742

Cited By: 2

Abstract

Türkiye’de 1940-1954 yılları arasında uygulanan başarılı ve değerli bir deneyim vardı. Köy Enstitüleri olarak adlandırılan bu okullar, ülkenin farklı bölgelerinde çevrelerini büyük ölçüde aydınlatmışlardır. Maalesef, bazı siyasi çekişmelerden ötürü 1954’te kapatılmışlardır. Köy Enstitüleri, verilen dersler ve etkinlikler bağlamında literatürde incelenmiştir, ancak Köy Enstitüleri özelinde verilen yabancı dil eğitimi ve bunun günümüz İngiliz Dili Eğitimi programlarına yansıması açısından bir boşluğun olduğu da görülmektedir. Türkiye, 1940’lı yıllardan şu anda farklı olsa da bu çalışmanın amacı Köy Enstitüleri’nin bazı özellikleriyle hâlâ imrenilen bir model olduğunu ve çıktılarından Türkiye’deki öğretmen yetiştirme uygulamalarında faydalanabileceğini göstermektir. Kendilerinin, çevrelerinin, dönüştürücü güçlerinin farkında olan ve eleştirel düşünebilen öğretmenler yetiştirmişlerdir. Günümüzde aday öğretmenlere tanınan sınırlı staj imkânını ve Eğitim Fakülteleri’nin programlarındaki ağırlıklı olarak verilen teorik dersleri göz önünde bulundurunca, Köy Enstitüleri deneyiminden öğreneceğimiz çok şey olduğu ortaya çıkmaktadır.

Keywords

Köy Enstitüleri, öğretmenler, aydınlanma, öğretmen yetiştirme, yabancı dil eğitimi

Unfinished song in teacher education: The Village Institutes experience in Turkey

Abstract

There was a successful and valuable experience that was implemented in Turkey between 1940 and 1954. It was called the Village Institutes which were established in different parts of the country that greatly enlightened their environments. Unfortunately, because of a clash of political interests, the institutes were closed in 1954. The Village Institutes have been under scrutiny in terms of different courses and activities. However, there still seems to be a gap in the reviewed literature in terms of foreign language teaching in the Village Institutes and its reflections to today’s English language teacher training programmes. Although Turkey is not the same as the 1940s Turkey, this paper is an attempt to show that with their certain features, they still stand as a model to look up to and we should benefit from their outputs in teacher education practices in Turkey. They raised teachers who were aware of themselves, the surrounding environment and their own transformative power and were able to think critically. When we consider the limited practicum hours for pre-service teachers and high ratio of theoretical lessons in the curriculum at the faculties of education, it seems that we have a lot to learn from the Village Institutes experience.

Keywords

The Village Institutes, teachers, enlightenment, teacher education, foreign language teaching

References

• Akman, Ö. and Meydan, A. (2019). The establishment of Village Institutes and their educational activities. In Ö. Akman, M. M. Çay, F. Bozbayındır, and E. Tunç (Eds.), Social, educational, political, economic and other developments occurred in Turkey between the years of 1938-1980 (pp. 213-221). ISRES Publishing.
• Altunya, N. (1990). Köy Enstitülerinin Tarihçesi [The history of the Village Institutes]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 80-06). Eğit Der Yayınları 2.
• Arayıcı, A. (1999). Village Institutes in Turkey. Prospects, vol. XXIX, no. 2, 267-280.
• Aytemur, N. (2007). The populism of the Village Institutes: A contradictory Expression of Kemalist Populism (Unpublished PhD Thesis). The Department of Political Science and Public Administration, Middle East Technical University, Ankara: Turkey.
• Başaran, İ. E. (1990a). Sistem olarak Köy Enstitüleri [The Village Institutes as a system]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 38-49). Eğit Der Yayınları 2.
• Başaran, M. (1990b). Özgürleşme Eylemi: Köy Enstitüleri [Liberation Action: The Village Institutes]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 1-11). Eğit Der Yayınları 2.
• Çakıroğlu, E. and Çakıroğlu, J. (2003). Reflections on Teacher Education in Turkey, European Journal of Teacher Education, 26 (2), 253-264. DOI: 10.1080/0261976032000088774
• Çelik, M. (2008). Pre-Service Efl Teachers’ Reported Concerns and Stress for Practicum in Turkey. Education and Science, 33 (150), 97-109.
• Çelik, V. O. and Bayrak, C. (2011). Physical Education Course and Physical Activities in Village Institutes: A Case of Cifteler Village Institute. Pamukkale Journal of Sport Sciences, 2 (2), 11-27.
• Çiftçi, Y. and Tunç, T. (2019). Reflections of Enduring Educational Institutions: Village Institutes. Journal of Awareness, 4 (3), 343-558. DOI: 10.26809/joa.4.026
• Cihangir, M. (1990). Köy Enstitülerinde Fen ve Doğa Bilimleri Öğretimi [Teaching Science and Natural Sciences in the Village Institutes]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 249-251). Eğit Der Yayınları 2.
• Dewey, J. (1960). Report and recommendation upon Turkish education (Turkish translation: 1952). Ankara: Ministry of National Education.
• Dündar, C. (2000). Köy Enstitüleri [The Village Institutes]. İstanbul, İmge Foundation.
• Elpe, E. (2014). Köy Enstitüleri ve Sanat Eğitimi. Batman Üniversitesi Yaşam Bilimleri Dergisi, 4 (2), 15-34.
• Eret-Orhan, E. and Ok, A. and Capa-Aydin, Y. (2018). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education, 46 (2), 183-198. DOI: 10.1080/1359866X.2017.1355050
• Kirby, F. (1962). Türkiye’de Köy Enstitüleri. Imece Yayınları 2. ...................
• Gelen, A. (1990). Yüzyılımızın Eğitimine Türkiye’nin Katkısı [Turkey’s contribution to our century’s education]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 123-129). Eğit Der Yayınları 2.
• Giorgetti, F. M. (2009). Training village children as village teachers for village work: the Turkish village institutes. History of Education Review, 38 (2), 43-55. DOI: 10.1108/08198691200900012
• Girgin, A. (2011). The Role of Education in Agricultural Productivity: The Case of Village Institutes in Turkey, 1940-1966 (Unpublished M. A. thesis). Master programme in Economic Growth, Innovation and Spatial Dynamics, Lund University.
• Güler, E. (2013), A film takes a look at Village Institutes, Hürriyet Daily News, 23 December, p. 3. Retrieved from http://www.hurriyetdailynews.com/film-takes-a-look-at-village-institutes-59973, March 12th , 2018.
• Gürçağlar- Tahir, Ş. (2008). The Politics and Poetics of Translation in Turkey, 1923-1960. Amsterdam-Rodopi.
• Hismanoğlu, S. (2012). İngilizce öğretmeni adaylarının İngilizce öğretmeni yetiştirme programı ile ilgili görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 1 (2), 330-341. Retrieved from: http://www.jret.org/FileUpload/ks281142/File/37.hismanoglu.pdf
• Işık, H. (1990). Köy Enstitülerinde iş Eğitimi Uygulamaları [Occupational Education in the Village Institutes]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 151-156) . Eğit Der Yayınları 2.
• Karakaş, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly, 4 (15), 1-16.
• Karaömerlioğlu, M. A. (1998). The Village Institutes Experience in Turkey. British Journal of Middle Eastern Studies, 25 (1), 47-73.
• Kaynar, M. K. and Ak, G. (2017). A ‘Language’ of Modernization: Culture and Art Education in the Village Institutes. International Journal of Languages’ Education and Teaching, 5 (1), 321-332.
• Kıral, E. (2015). Vanished Schools: Village Institutes. European Journal of Research on Education, 3 (1), 45-52.
• Kocabaş, A. (2017). Village Institutes in Turkey and cooperative learning. European Journal of Educational Studies, 3 (3), 47-64. DOI: 10.5281/zenodo.268656
• Koçak, S. and Başkan, G. A. (2012). Village Institutes and Life-long Learning. Procedia - Social and Behavioral Sciences, 46, 5937 – 5940.
• Küçüktamer, T. and Uzunboylu, H. (2015). The conditions that enabled the foundation of the Village Institutes in Turkey and a comparison with today. Procedia - Social and Behavioral Sciences, 185, 392-399.
• Oğuzkan, A. F. (1990). Köy Enstitüleri Öğretim Programları [Curriculum of the Village Institutes]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 12-37). Eğit Der Yayınları 2.
• Öğüş, İ. (1990). Köy Enstitüleri ve Eğitim Anlayışı [The Village Institutes and their pedagogy]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 143-150). Eğit Der Yayınları 2.
• Özsoy, Y. (1990). Köy Enstitüleri Programları [The Village Institutes Curriculum]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 50-70). Eğit Der Yayınları 2.
• Öztürk, İ. (1990). Köy Enstitülerinde Yabancı Dil Eğitimi [Foreign Language Education in the Village Institutes]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 271-272). Eğit Der Yayınları 2.
• Sağıroğlu-Aytemur, N. (2013). Searches for Liberatory Education: Village Institutes and the Critical Pedagogy School. TODAİE’s Review of Public Administration, 7 (1), 81-99.
• Sarıçoban, G. and Sarıçoban, A. (2012). Atatürk and the History of Foreign Language Education in Turkey. The Journal of Language and Linguistic Studies, 8 (1), 24-49.
• Seferoğlu, G. (2006). Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey. Journal of Education for Teaching, 32 (4), 369-378. DOI: 10.1080/02607470600981953
• Semerci, B. (1990). Köy Enstitüleri Kurulurken Köylerimizin Genel Görüntüsü [General outlook of our villages during the foundation of the Village Institutes]. In Kuruluşunun 50. yılında Köy Enstitüleri [The Village Institutes in their 50th foundation anniversary] (pp. 317-322). Eğit Der Yayınları.
• Türkmen, İ. (2017). Rural Revitalization and the Village Institutes Experience in Turkey (1940-1954). European Journal of Multidisciplinary Studies, 6 (1), 17-22.
• Uygun, S. (2008). The impact of John Dewey on the teacher education system in Turkey. Asia-Pacific Journal of Teacher Education, 36 (4), 291-307, DOI:10.1080/13598660802395808
• Uztosun, M. S. (2017). In-service teacher education in Turkey: English language teachers’ perspectives. Professional Development in Education. DOI: 10.1080/19415257.2017.1374989
• Uztosun, M. S. and Troudi, S. (2015). Lecturers’ Views of Curriculum Change at English Language Teaching Departments in Turkey. Novitas-ROYAL (Research on Youth and Language), 9 (1), 15-29.
• Uzun, L. (2016). Evaluation of the latest English language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3 (1147115). DOI: 10.1080/2331186X.2016.1147115
• Yavuz, A. and Topkaya, E. (2013). Teacher Educator’s Evaluation of the English Language Teaching Program: A Turkish Case. Novitas-ROYAL (Research on Youth and Language), 7 (1), 64-83.