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The European dimension in the Turkish history curriculum: An investigation of the views of teaching professionals

Başlık çevirisi mevcut değil.

  1. Tez No: 400129
  2. Yazar: ERKAN DİNÇ
  3. Danışmanlar: EN ADEY, NNE CONVERY, GARRY MİLLS
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2005
  8. Dil: İngilizce
  9. Üniversite: The University of Nottingham
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 368

Özet

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Özet (Çeviri)

This study highlights three main concerns in relation to history teaching in Turkishsecondary schools. The first one investigates student and practising history teachers?and history teacher educators? views on the existing Turkish secondary schoolhistory curriculum and its implementation. The second concern is to explore theperspectives of the same population about Europe and the European dimension inhistory teaching. The last one deals with their suggestions on the improvement of thehistory curriculum with the potential inclusion of the European dimension. Theseissues are considered important, because the recent political developmentsaccelerating the process of Turkey?s integration into Europe indicated the necessityfor preparing the Turkish public for this purpose. History teaching in schools is oneof the channels to prepare Turkish youth to take a part in Europe through developingtheir perspectives and abilities.The methodological design of the study embraces both quantitative and qualitativeresearch methods. Questionnaires were completed by student teachers, practisingteachers and teacher educators from various secondary schools and three universitiesin Turkey. Semi-structured interviews were carried out with a small number ofparticipants selected from the above three groups. The data are analysed to find outthe participants? general views about the issues mentioned above as well as thesimilarities and differences amongst the views of the three participating groups andbetween student teacher and teacher educator participants from the three universities.The results of the study show that most of the participants are critical of the existingcurriculum and the current practice of history teaching. Their criticism focuses on thepresentation of the aims and objectives of the curriculum, the selection of curriculumcontent and pedagogical problems. According to the research findings, thepresentation of Europe and European history in the current curriculum is inadequate.Furthermore, the participants? disclosed varying views about European matters, buttheir positive views about Europe related issues and a potential inclusion of the EDin history teaching observed were encouraging.Based on the suggestions of the participants, it is argued that the Turkish secondaryschool history curriculum needs to be improved by including a European dimension.Specifically, the aims and objectives of history teaching, the criteria for the selectionof curriculum content, pedagogy and history teacher education programmes shouldbe shifted from the existing traditional approach to the new critical and skill-basedapproaches. In other words, this study argues that the purpose of history teaching isnot to develop a particular identity or citizenship consciousness through thetransmission of predetermined content knowledge. Instead, it suggests that historyshould be taught to enable learners to develop historical and critical thinking skillsthrough exercising and utilising the methodology of history, which help themorientate themselves in local, national, European and global contexts.

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