Türkiye’de Öğretmen Eğitimine İlişkin Cumhuriyet’ten Günümüze Tarihsel ve Kavramsal Bir Çözümleme

Abstract

Bu araştırmada Türkiye'de Cumhuriyet'in kuruluşundan günümüze, öğretmen yetiştirme sisteminin tarihsel ve pedagojik boyutları incelenmektedir. Çalışma, nitel araştırma yöntemlerinden biri olan belge inceleme yöntemine dayanmaktadır. Öğretmen yetiştirme politikaları beş ana tarihsel dönem içinde sınıflandırılmıştır: Cumhuriyet’in ilk yılları (1923–1938), Köy Enstitüleri dönemi (1940–1954), Köy Enstitülerinden sonraki dönem (1954–1980), 1980 sonrası Yükseköğretim temelli dönem (1981–2018) ve Esnek Program Odaklı Öğretmen Eğitimi: 2018-Günümüz. Her bir dönem, öğretmen eğitiminin örgütsel yapısı, pedagojik yaklaşımı ve toplumsal işlevi açısından ele alınarak tematik bir değerlendirme yapılmıştır. Elde edilen bulgular, Türkiye’de öğretmen eğitiminin toplumsal ihtiyaçlara paralel olarak sürekli bir dönüşüm içinde olduğunu ve öğretmenlerin yalnızca bilgi aktarıcı değil, aynı zamanda toplumsal değişimin öznesi olarak konumlandığını göstermektedir. Özellikle 21. yüzyılın gerektirdiği dijital yeterlikler, disiplinlerarası düşünme becerileri, yaşam boyu öğrenme anlayışı ve kapsayıcı eğitim ilkeleri, çağdaş öğretmen profiline yönelik yeni beklentileri gündeme getirmektedir. Bu bağlamda çalışma, öğretmen yetiştirme sisteminin tarihsel gelişimini kavramsal bir çerçevede analiz ederek mevcut yaklaşımların değerlendirilmesine ve geleceğe yönelik önerilerin geliştirilmesine katkı sunmaktadır.

Keywords

• Cumhuriyet Dönemi
• Eğitim Reformları
• Köy Enstitüleri
• Öğretmen Yeterlikleri
• Öğretmen Eğitimi
• 21. Yüzyıl Becerileri

A Historical and Conceptual Analysis of Teacher Education in Türkiye from the Republic to the Present

Abstract

This research examines the historical and pedagogical dimensions of the teacher training system in Türkiye from the founding of the Republic to the present. The study is based on document analysis, a qualitative research method. Categorized teacher training policies within five main historical periods: the early years of the Republic (1923–1938), the Village Institutes era (1940–1954), the period following the Village Institutes (1954–1980), the post-1980 Higher Education-based era (1981–2018), and the Flexible Program-Focused Teacher Training: 2018-Present. A thematic assessment was conducted for each period, examining the organizational structure, pedagogical approach, and social function of teacher education. The findings demonstrate that teacher education in Türkiye is undergoing a continuous transformation in line with societal needs, positioning teachers not only as transmitters of knowledge but also as agents of social change. The digital competencies, interdisciplinary thinking skills, lifelong learning, and inclusive education principles required by the 21st century, in particular, raise new expectations for the contemporary teacher profile. In this context, the study contributes to the evaluation of current approaches and the development of future recommendations by analyzing the historical development of the teacher education system within a conceptual framework.

Keywords

• Republican Period
• Education Reforms
• Village Institutes
• Teacher Competencies
• Teacher Training
• 21st Century Skills

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