Using Controversial Issues In History Lessons: Views Of Turkish History Teachers

Year 2016, Volume: 24 Issue: 1, 147 - 162, 15.07.2016

İsmail Hakkı Demircioğlu

Abstract

The purpose of this paper is to determine the views of Turkish history teachers about teaching controversial issues. A qualitative approach was used in this study in order to gather data in response to the research questions, and the information itself was secured through a semi-structured interview. 20 history teachers who joined this study were chosen from the province of Trabzon through purposive sampling. In the light of the data, it seems that history teachers do not teach controversial issues; nor do they have either the education or skills to teach controversial issues in their history courses

Keywords

History Teacher, Controversial Issues, History Education, Turkey

USING CONTROVERSIAL ISSUES IN HISTORY LESSONS: VIEWS OF TURKISH HISTORY TEACHERS

Abstract

Bu çalışmanın amacı Türk tarih öğretmenlerinin tarih öğretiminde tartışmalı
konuların öğretimine yönelik görüşlerini ortaya koymaktır. Çalışmayla ilgili olarak
belirlenen soruların cevaplarını bulmak için veriler nitel bir anlayışla elde edilmiştir.
Araştırmada veri toplama aracı olarak yarı yapılandırılmış mülakat kullanılmıştır.
Çalışmaya amaçlı örneklem yoluyla seçilen ve Trabzon’da görev yapan 20 tarih
öğretmeni katılmıştır. Elde edilen verilere dayalı olarak çalışmaya katılan tarih
öğretmenlerinin tartışmalı konuların öğretimine yönelik eğitim ve becerilerinin
olmadığı anlaşılmaktadır. Buna ilaveten, ortaya çıkan bir diğer sonuç ise bu
öğretmenlerin derslerinde tartışmalı konuları öğretmedikleridir.

Keywords

Tarih Öğretmeni, Tartışmalı Konular, Tarih Eğitimi, Türkiye

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