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19. yüzyılda dağılma sürecine giren Osmanlı Devleti kötü gidişi engellemek adına ıslahatlar yapmaya başlamıştır. Bu bağlamda yapılan ıslahatlar arasında eğitim alanında yapılanlar oldukça dikkat çekicidir. Askeri ve siyasi bakımdan işlerin kötü gittiği bir dönemde kurtuluşun ancak iyi eğitilmiş, çağdaş bilgi ve becerilerle donanmış bir toplum ile sağlanabileceği düşünülmüştür. Medrese sistemi ve anlayışı dışında yeni mektepler rüştiyeler açılmıştır. Ancak sıbyandan rüştiyelere gelen öğrencilerin yetersiz oldukları, okuma yazmayı dahi beceremedikleri görülmüştür. Okuryazarlığı arttırmak, yeni açılan rüştiyelere daha donanımlı öğrenci almak için sıbyan seviyesinde usûl-ı cedit (yeni usul) arayış veya hareketi başlamıştır. Bu şekilde yeni açılan mektepler ibtidai adını alırken bu yeni usulü okullarda uygulayabilecek donanımlı muallim (öğretmen) ihtiyacı ortaya çıkmıştır. Devletin medrese sistemi dışında çağdaş anlayışta öğretmen yetiştirmek için açtığı darülmuallimler (Öğretmen Okulu) Türk tarihinde modern anlamda öğretmen yetiştirmenin başlangıcını teşkil etmiştir. Ancak açılan Darülmuallimin-i sıbyan mezunları yeterli gelmediği için mevcut öğretmenleri yeni usul üzere eğitmek veya başka okul mezunlarından atama yapmak yöntemine başvurulmuştur. Bunlara Öğretmen Okulu mezunlarının aldığı diploma demek olan şahadetname değil ehliyetname verilmiştir. Bu durumda Öğretmen Okulu mezunları ile mevcut öğretmenler ve farklı kaynaklardan gelen öğretmenler arasında hukuki ve özlük hakları bakımından farklılık ortaya çıkmıştır. Farklı okul mezunları da Öğretmen Okulu mezunlarının sahip olduğu haklara sahip olmak istemişlerdir. Bu durum öğretmenlik mesleğinin gelişimi ile ilgili bir mesele olup Cumhuriyet Dönemi’ne intikal etmiş ve 1927 yılında çözüme kavuşmuştur. Bu nedenle araştırma muallim muavinleri meselesinin çözüldüğü 1927 yılıyla sınırlandırılmıştır. Çalışmada meselenin geçirdiği aşamalar arşiv belgeleri, basın, maarif salnameleri ve başka kaynaklardan yararlanılarak süreç ortaya konmaya ve değerlendirilmeye çalışılmıştır.
In the 19th century, the Ottoman state, which entered the process of dissolution, began to do the rushes in order to prevent the evil movement. In this context, what is done in the field of education is quite noticeable. It is believed that in a period when the military and political things go bad, liberation can only be achieved by a well-trained, modern society equipped with knowledge and skills. Out of the system and understanding of Medrese, new letters have been opened. But the students who came from the Sabbath to the Rush were insufficient, not even able to read and write. To increase readiness, the newly opened rushes have begun the search for the usûl-i cedit (new procedure) at the Sibian level to get more equipped students. In this way, the newly opened letters took the name ibtidai and this new procedure was needed to apply in the schools with the equipment of the teacher (the teacher). Through the state’s medrese system, the darulmuallisms (the Teacher’s School) opened for teaching teachers in contemporary understanding have formed the beginning of teaching teachers in the modern sense in Turkish history. However, as the opened Darülmuallimin-i shiyan graduates are not enough, the existing teachers have been applied to the method to train in a new manner or to assign from other graduates. This is not a certificate that the teachers’ school graduates receive, but a license. In this case, there has been a difference between the graduates of the Teacher School and the existing teachers and teachers from different sources in terms of legal and private rights. Different school graduates also wanted to have the rights that teachers' school graduates had. This situation was a matter of the development of the teaching profession, which went into the Republic Period and was resolved in 1927. Therefore, the research was limited to the year 1927, when the issue of muallim muavin was solved. The stages of the issue in the study were tried to reveal and evaluate the process using archive documents, press, disclosures and other sources.
The Ottoman Empire, which was in the process of dissolution in the 19th century, began to make reforms in order to prevent deterioration. In this context, of all the reforms, the ones carried out in the field of education are quite remarkable. It was thought that salvation would only be saved by a well-trained society equipped with modern knowledge and skills, at a time when things were going badly in military and political terms. In addition to the madrasah system and understanding, new schools were opened. However, it was seen that the students coming from the primary level schools (Sıbyan Mektebi) to the secondary schools were not able to read or write poorly. In order to increase literacy, to recruit more equipped students to newly opened secondary schools, the search for a new procedure or movement started. In this way, while the newly opened elementary schools take the name of primary school, the need for well-equipped teachers who can apply this new method in schools is revealed. The Teachers' Schools opened to train teachers in modern understanding, apart from the madrasah system and understanding of the state, constituted the beginning of teacher training in the modern sense in Turkish history. However, since the graduates of the Primary Teacher’s Colleges were not sufficient, the method was applied to train existing teachers in a new way or to appoint other school graduates. These are not the certificate of diploma received by the graduates of the teacher's school, but the certificate of authority. In this case, there has been a difference between the graduates of the Teacher’s Colleges and current teachers and teachers from different sources in terms of legal and personal rights. The graduates of different schools also wanted to have the same rights as the graduates of the Teacher’s College. This situation is an issue related to the development of the teaching profession and it was transferred to the Republican Era and was resolved in 1927. For this reason, the study was limited to the year 1927, when the issue of assistant teachers was resolved. In this study, the stages of the issue have been tried to be put forward and evaluated by using archive documents, press, education declarations, and other sources.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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