History Education Through the Eyes of the Past: Retired History Teachers' Views on History Education

İlkem Atakişi; Ahmet Vurgun

Makale detayları

History Education Through the Eyes of the Past: Retired History Teachers' Views on History Education

Yazarlar:

İlkem Atakişi | Ahmet Vurgun

Yayıncı:

Marmara University

Ana Başlıklar:

Tarih Eğitimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.62 Issue 62, pp.19-43

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350438

pISSN:

1300-8889

Anahtar kelimeler:

Özet:

 History courses, which have been in the education system since the 19th century with the modern education paradigm, have undergone many developments and transformations throughout the process. Undoubtedly, teachers have been affected by the developments as much as students. Teachers are one of the components of history education and the actors of the learning-teaching process in schools. Knowing what teachers experience, dream, implement or fail to implement from the first day they start their job until they resign and retire is a situation that should be taken into consideration in the development of professional identity. Going into the past of an expert in a discipline that deals with the past provides an opportunity for a kind of situation accounting as well as transferring experience. For this purpose, the course materials used in history education from the past to the present, the classroom environment and the processes related to the development of history education were discussed based on the experiences, practices and memories of retired history teachers. The study was conducted according to the case study design, which is one of the qualitative research methods. The data obtained through semi-structured interviews with 9 retired history teachers in the study were analyzed with content analysis. As a result of the research, it was determined that although the behaviorist education paradigm has been replaced by the constructivist education model today, the methods, materials and classroom environment used have not changed, the non-disciplinary aims of history education continue in the same way and the problems regarding the development of todays history education come from the past and stand before us as a pile.

 History courses, which have been in the education system since the 19th century with the modern education paradigm, have undergone many developments and transformations throughout the process. Undoubtedly, teachers have been affected by the developments as much as students. Teachers are one of the components of history education and the actors of the learning-teaching process in schools. Knowing what teachers experience, dream, implement or fail to implement from the first day they start their job until they resign and retire is a situation that should be taken into consideration in the development of professional identity. Going into the past of an expert in a discipline that deals with the past provides an opportunity for a kind of situation accounting as well as transferring experience. For this purpose, the course materials used in history education from the past to the present, the classroom environment and the processes related to the development of history education were discussed based on the experiences, practices and memories of retired history teachers. The study was conducted according to the case study design, which is one of the qualitative research methods. The data obtained through semi-structured interviews with 9 retired history teachers in the study were analyzed with content analysis. As a result of the research, it was determined that although the behaviorist education paradigm has been replaced by the constructivist education model today, the methods, materials and classroom environment used have not changed, the non-disciplinary aims of history education continue in the same way and the problems regarding the development of todays history education come from the past and stand before us as a pile.

 History courses, which have been in the education system since the 19th century with the modern education paradigm, have undergone many developments and transformations throughout the process. Undoubtedly, teachers have been affected by the developments as much as students. Teachers are one of the components of history education and the actors of the learning-teaching process in schools. Knowing what teachers experience, dream, implement or fail to implement from the first day they start their job until they resign and retire is a situation that should be taken into consideration in the development of professional identity. Going into the past of an expert in a discipline that deals with the past provides an opportunity for a kind of situation accounting as well as transferring experience. For this purpose, the course materials used in history education from the past to the present, the classroom environment and the processes related to the development of history education were discussed based on the experiences, practices and memories of retired history teachers. The study was conducted according to the case study design, which is one of the qualitative research methods. The data obtained through semi-structured interviews with 9 retired history teachers in the study were analyzed with content analysis. As a result of the research, it was determined that although the behaviorist education paradigm has been replaced by the constructivist education model today, the methods, materials and classroom environment used have not changed, the non-disciplinary aims of history education continue in the same way and the problems regarding the development of todays history education come from the past and stand before us as a pile.

 Modern eğitim paradigması ile 19. asırdan beri eğitim sisteminin içerisinde olan tarih dersleri süreç boyunca birçok gelişim ve dönüşüme uğramıştır. Şüphesiz yaşanan gelişmelerden öğrenciler kadar öğretmenler de etkilenmiştir. Öğretmenler, tarih eğitiminin bileşenlerinden biri ve okullardaki öğrenme-öğretme sürecinin aktörüdür. Öğretmenlerin göreve başladıkları ilk günden görevden ayrılıp emekli oldukları süreye değin yaşadıkları, hayalleri, uyguladıkları yahut uygulayamadıklarının bilinmesi, mesleki kimliğin gelişiminde dikkate alınması gereken bir durumdur. Geçmişle ilgilenen bir disiplinin uzmanının geçmişine inmek, tecrübe aktarımı olduğu kadar bir nevi durum muhasebesi yapılmasına da fırsat sağlamaktadır. Bu gaye ile emekli tarih öğretmenlerinin deneyim pratiği ve anılarından hareketle geçmişten günümüze tarih eğitiminde kullanılan ders materyalleri, sınıf ortamı ve tarih eğitiminin gelişimine dair süreçler ele alınmıştır. Çalışma nitel araştırma yöntemlerinden durum çalışması desenine göre yapılmıştır. Araştırmada emekli olmuş 9 tarih öğretmeni ile yarı yapılandırılmış görüşmeler doğrultusunda elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırma sonucunda davranışçı eğitim paradigmasının yerini günümüzde her ne kadar yapılandırmacı eğitim modeli alsa da kullanılan yöntem, materyal ve sınıf ortamının değişmediği, tarih eğitiminin disiplin dışı amaçlarının aynı şekilde devam ettiği belirlenmiş ve günümüzdeki tarih eğitiminin gelişimine dair sorunların geçmişten gelip bir yığın halinde karşımızda durduğu tespit edilmiştir.

Makale detayları

History Education Through the Eyes of the Past: Retired History Teachers' Views on History Education

Yazarlar:

İlkem Atakişi | Ahmet Vurgun

Yayıncı:

Marmara University

Ana Başlıklar:

Tarih Eğitimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.62 Issue 62, pp.19-43

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350438

pISSN:

1300-8889

history education

education system

teacher trainingtarih eğitimi

eğitim sistemi

öğretmen yetiştirme

Sayı

Makale detayları

History Education Through the Eyes of the Past: Retired History Teachers' Views on History Education

Yazarlar: İlkem Atakişi | Ahmet Vurgun

Yayıncı: Marmara University

Ana Başlıklar: Tarih Eğitimi

Dergi: Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.62 Issue 62, pp.19-43

Belge Tipi: Makale

Yayın Tarihi: 7/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001350438

pISSN: 1300-8889

history education

education system

teacher trainingtarih eğitimi

eğitim sistemi

öğretmen yetiştirme

Sayı

Yazarlar:

İlkem Atakişi | Ahmet Vurgun

Yayıncı:

Marmara University

Ana Başlıklar:

Tarih Eğitimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.62 Issue 62, pp.19-43

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350438

pISSN:

1300-8889