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Bir bilim dalı olarak eğitim kendisini oluşturan paydaşlarla birlikte geçmişten günümüze kadar bir inceleme ve çalışma alanı olmuştur. Özellikle basılı ve görsel materyallerle beraber geçmişten günümüze kadar süre gelen ulusal ve uluslararası toplantılar, çalıştaylar ve kongreler de bu bilimin gelişmesi adına yapılan bilimsel faaliyetlerdir. Bu çalışma, 1923 tarihinde Prag’da toplanan uluslararası öğretmenler kongresinin Ali Haydar (Taner) Bey’in gözlemleriyle oluşturduğu raporundan yola çıkarak yorumlanıp, sadeleştirilip günümüze kazandırılmış halidir. Kongre eğitim tarihi açısından önemli bir organizasyonudur. Çünkü henüz daha Cumhuriyet kurulmadan evvel Ankara’daki ulusal TBMM Hükümetinin resmi bir davetle bu kongreye çağrılması Türkiye adına önemlidir. Çalışmada bizzat Ali Haydar (Taner) Bey’in kongreye katıldıktan sonra kaleme aldığı raporu ana kaynak olarak kullanılmıştır. Kongre üç gün sürmüş ve günümüzde halen daha tartışmaları devam eden konular üzerine konuşulmuştur. Bu konuların çoğunda genel geçer bir sonuca ulaşılamamış, bir fikir birliğine varılamamıştır. Kongrede tartışılan öğretmen yetiştirme sürecinde staj, derslerin dağılımı, derslerdeki genel kültür ve pedagoji ayrımı gibi hususlar şunu ortaya koydu ki bugün dahi öğretmen yetiştirme program süreçlerinde benzer konuların tartışıldığı ve dolayısıyla geçmişteki sorunların henüz tamamen çözüme ulaştırılamadığıdır. Çalışmanın yöntemi ise doküman incelenmesi üzerine kurulu olan nitel araştırma yöntemlerinden tarihsel analizdir.
As a branch of science, education has been an area of study and study from the past to the present with stakeholders who form it. National and international meetings, workshops and congresses, especially with printed and visual materials from the past to the present day, are scientific activities for the development of this science. This study is interpreted, simplified and made up of the report by the observations of the International Teachers Congress held in Prague in 1923 by Mr. Ali Haydar (Taner). Congress is an important organization in terms of history of education. For even before the Republic was established, it is important for Turkey to invite the National TBMM Government in Ankara to this congress with an official invitation. In the study, the report that Mr. Ali Haydar (Taner) received after participating in the congress was used as the main source. The conference lasted three days and the topics are still discussed today. Most of these issues have not been reached a general conclusion, a consensus has not been reached. Facts such as internship in the teaching process discussed at the congress, the distribution of courses, the general culture and pedagogical differences in the courses showed that even today, similar topics are discussed in the teaching program processes and therefore the problems in the past are not yet fully resolved. The method of study is the historical analysis of the quality research methods that are based on the study of the document.
Education, as a branch of science, has been a field of study and investigation from past to present together with the stakeholders that constitute the education itself. The national and international meetings, workshops and congresses that have continued from past to present, especially with printed and visual materials, are the scientific activities carried out for the development of this particular field of science. The present study is the interpreted, simplified version that has been brought to the present time, based on the report created by Mr. Ali Haydar (Taner)’s observations of the international teachers congress that was held in Prague in 1923. The congress was important for the history of education; it was vitally significant for Turkey for the national Parliamentary Government in Ankara to be summoned to this congress via an official invitation even before the Republic was founded. In this study, the very report that Mr. Ali Haydar (Taner) wrote himself after attending the congress was used as the main source of examination. At this congress, the issues that have still been contentious even today were discussed. Regarding most of these issues, no valid general conclusion could be reached and no consensus could be arrived at. The issues such as internship, distribution of courses, the distinction between general culture and pedagogy in the teacher training process discussed in the congress revealed that similar issues have still been under discussion even today in the processes of teacher training programs and therefore, problems of the past have not yet been fully resolved. The method of this particular study is the historical analysis based on document analysis, which is one of the qualitative research methods.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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