Abstract:

Our study aims to understand and explain the theoretical and practical foundations of rural teaching schools in Turkey on a historical sociological basis. In this context, in the study, the historic background of the idea of establishing rural teaching schools in the Ottoman State was studied from a sociological perspective. In fact, the result of our study is that the first ideas about the rural teachers schools appeared in the II. Legitimate period and these ideas were also XVIII. In the last quarter of the century, it has been seen to be associated with the process of establishing modern military schools based on practice. Furthermore, our historical sociological study of the process has also shown that the idea of educating teachers in accordance with rural conditions is a result of the compulsory relations between the economic infrastructure and the cultural superstition. In fact, the idea of establishing rural teaching schools for production has been linked to social needs by the Ottoman governors and their monarchs. As a result of our work, the mental and practical foundations of the village teachers schools were thrown in the Ottoman era and the roots of the village institutes project that emerged in the 1940s are also the XVIII. It is understood that the historical process that lasted until the last quarter of the century is a product.

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