Abstract:

Darülmuallimat, teacher’s training school for girls, was first opened in Istanbul in 1870 and stayed as single one in this area for a long time, and tried to meet the needs for female teachers in the country. Because of the increase in the number of schools opened for girls in the country, the numbers of the Darülmuallimat graduates were not sufficient, and even the teachers who graduated from this school had difficulty in meeting the needs of the girls' schools in Istanbul alone. In the provinces, girls’ primary and secondary schools needed a great number of female teachers. During the second proclamation of the Constitutional Monarchy, the expansion of these schools in the provinces was discussed. In 1913 Tedrisat-ı İbtidaiye Kanun-ı Muvakkati was published and studies were carried out in order to open the Darülmuallimat in some provinces. The requests of the provinces were taken into consideration and girls’ teacher schools were opened in line with facilities in the 1913-14 school year, a teacher’s training school for girls was opened in Adana as boarding and day school. Other such schools were opened in cities namely Izmir, Aleppo, Ankara, Bursa, Kastamonu, Konya, Edirne, Balikesir and Beirut between 1914 and 1917. These constrictions opened in various provinces and starch centers have great importance and a wide range of content. These schools have been very important in changing women's social status and gaining a new identity for women. The aim of this study was to provide information about the need for girls’ teacher schools in the provinces and the student profile, curriculum, educational status of schools. It was aimed to show the effects of political social cultural and economic events on rural schools. This study, in which the qualitative research method is used, is basically created by examining the archive resources. In the Prime Ministry Ottoman Archive, sections on education in the Ministry of Education, Internal Medicine and Will are scanned. Registrations, instructions, and instructions about girls teachers schools were used. Apart from this, periodicals, official publications were used and the relevant parts of the research and analysis were used.

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