Öğretmen eğitiminde yarım kalan şarkı: Türkiye’de Köy Enstitüleri deneyimi

Öz

Türkiye’de 1940-1954 yılları arasında uygulanan başarılı ve değerli bir deneyim vardı. Köy Enstitüleri olarak adlandırılan bu okullar, ülkenin farklı bölgelerinde çevrelerini büyük ölçüde aydınlatmışlardır. Maalesef, bazı siyasi çekişmelerden ötürü 1954’te kapatılmışlardır. Köy Enstitüleri, verilen dersler ve etkinlikler bağlamında literatürde incelenmiştir, ancak Köy Enstitüleri özelinde verilen yabancı dil eğitimi ve bunun günümüz İngiliz Dili Eğitimi programlarına yansıması açısından bir boşluğun olduğu da görülmektedir. Türkiye, 1940’lı yıllardan şu anda farklı olsa da bu çalışmanın amacı Köy Enstitüleri’nin bazı özellikleriyle hâlâ imrenilen bir model olduğunu ve çıktılarından Türkiye’deki öğretmen yetiştirme uygulamalarında faydalanabileceğini göstermektir. Kendilerinin, çevrelerinin, dönüştürücü güçlerinin farkında olan ve eleştirel düşünebilen öğretmenler yetiştirmişlerdir. Günümüzde aday öğretmenlere tanınan sınırlı staj imkânını ve Eğitim Fakülteleri’nin programlarındaki ağırlıklı olarak verilen teorik dersleri göz önünde bulundurunca, Köy Enstitüleri deneyiminden öğreneceğimiz çok şey olduğu ortaya çıkmaktadır.

Anahtar Kelimeler

• Köy Enstitüleri
• öğretmenler
• aydınlanma
• öğretmen yetiştirme
• yabancı dil eğitimi

Unfinished song in teacher education: The Village Institutes experience in Turkey

Abstract

There was a successful and valuable experience that was implemented in Turkey between 1940 and 1954. It was called the Village Institutes which were established in different parts of the country that greatly enlightened their environments. Unfortunately, because of a clash of political interests, the institutes were closed in 1954. The Village Institutes have been under scrutiny in terms of different courses and activities. However, there still seems to be a gap in the reviewed literature in terms of foreign language teaching in the Village Institutes and its reflections to today’s English language teacher training programmes. Although Turkey is not the same as the 1940s Turkey, this paper is an attempt to show that with their certain features, they still stand as a model to look up to and we should benefit from their outputs in teacher education practices in Turkey. They raised teachers who were aware of themselves, the surrounding environment and their own transformative power and were able to think critically. When we consider the limited practicum hours for pre-service teachers and high ratio of theoretical lessons in the curriculum at the faculties of education, it seems that we have a lot to learn from the Village Institutes experience.

Keywords

• The Village Institutes
• teachers
• enlightenment
• teacher education
• foreign language teaching

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