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Küresel uygarlık mirasına en çok katkıda bulunan milletler, yeni gelişmelere kendilerini ve eğitim sistemlerini en iyi şekilde entegre edebilenlerdir. Türk eğitim sistemi de toplumun yetişmiş bireylerinin ihtiyaçlarını karşılamak, gelişmelere ayak uydurabilmek ve uygarlığa azami katkıda bulunabilmek için önlemler almakta, yeni uygulamalara başvurmaktadır. Bu bağlamda öğretmen yetiştirme alanında YÖK tarafın-dan köklü bir düzenlemeye gidilerek Eğitim Fakültelerinin programları tamamen değiştirilmiş ve 2018-2019 öğretim yılından itibaren kademeli bir şekilde uygulamaya konulmuş, öğretmen yetiştirme sürecinde öğretim planları noktasında önemli ölçüde değişikliğe gidilmiştir. Yapılan değişikliklerden Türk Dili ve Edebiyatı Öğretmenliği lisans programı da etkilenmiştir. Eski Türk Edebiyatı ve öğretimine yönelik derslerin yeni programdaki durumuna bakıldığında, belirgin sınırlamalara gidildiği görülmektedir. Bu değişiklikler sonucunda ortaya çıkan yeterlilik ve sınırlılıkların belirlenmesi çalışmamızın başlıca amacıdır. Bu kapsamda 2006 - 2012 öğretim planlarıyla 2018 yılında YÖK tarafından hazırlanan Türk Dili ve Edebiyatı Öğretmenliği lisans programı öğretim planları incelenerek programlarda yer alan Eski Türk Edebiyatı ders içerikleri mukayese edilmiş, aynı zamanda değişiklikten birinci derecede etkilenen öğrencilere anket uygulanarak betimsel tarama yapılmıştır. Çalışmada toplanan veriler doküman analizi ve betimsel tarama aracılığıyla çözümlenmiştir.
The nations that have made a great contribution to the global civilization heritage are those who can integrate themselves and their educational systems in a good way into the new developments. The Turkish education system is also taking measures to meet the needs of the adult individuals in society, to be able to follow the developments and to make the maximum contribution to civilization, applying to new practices. In this context, the programmes of the educational faculty have been completely modified and gradually implemented from the 2018-2019 academic year, and the teachers’ training process has changed significantly in the point of the teaching plans. The changes made have also been influenced by the Turkish Language and Literature Teaching Bachelor’s program. When it comes to the state of the courses of ancient Turkish literature and teaching in the new program, it appears that clear limitations are gone. The main objective of our work is to identify the qualifications and limitations arising from these changes. In this context, the curriculum of the Turkish Language and Literature Degree Programme, prepared by YÖK in 2018 with the 2006 - 2012 curriculum plans, was compared with the curriculum of the Old Turkish Literature in the programs by examining the curriculum plans, and also by applying an image scan to students affected by the change. The data collected in the study was analyzed through document analysis and visual scan.
The nations that contribute the most to the legacy of global civilization are those who can best integrate themselves and their education systems into new developments. The Turkish education system takes measures to meet the needs of the educated individuals of the society, to keep up with the developments and to contribute to the civilization to the maximum and to apply new practices. In this context, a radical arrangement was made by YÖK in the field of teacher training. In this context, the curriculums of the Faculties of Education were completely changed and started to be implemented gradually starting from the 2018-2019 academic year. Thus, a significant change has been made in the process of teacher training. Turkish Language and Literature Teaching undergraduate program has also been significantly influenced by these changes. Old Turkish Literature courses, also called Divan literature and classical Turkish literature, are limited in the new curriculum. The main purpose of our study is to determine the qualifications and limitations that result from these changes. In this context, the undergraduate program of Turkish Language and Literature Teaching was examined in the 2006 - 2012 curriculum and the 2018 curriculum accepted by YÖK. The content of Old Turkish Literature courses in these programs were compared. In addition, a descriptive survey was applied to Turkish language and literature students. The data collected in the study were analyzed by means of document analysis and descriptive scanning.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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