Ülkemizde İlköğretim Okullarına Öğretmen Yetiştiren Kurumların Kuruluşunun İncelenmesi

Abstract

By giving place to the historical structure of the issue of education and teacher training, the importance of darulmuallim and tutorials will also be understood. Because if it had been the establishment of organizations that train teachers in the modern sense at earlier dates, the line of development of education might have been different in history. The madrasas consisted of two parts, general and specialized madrasas. General madrasas train cadi, teacher and mufti, while specialized madrasas are in the form of Darulhadis, Medical Madrasas (Darüşşifa), Darulkurra, after the sibyan school, students attend madrasas, and the student who took lessons from teachers here rose step by step in science. Students who moved to madrasas after Sibyan school were seeing different lessons here. Candidates for teacher candidates used to take tafsir, hadith, law and fiqh courses. For this, he would have undergone a long and difficult training. After this process, which has undergone a long period of development, educational institutions began to be established in a modern sense. The first of the organizations that train teachers directly and with modern methods in the Ottoman Empire was established in Istanbul. Darulmuallimin-ı Rüştiye was opened in Fatih in 1848 under the leadership of Mekatib-ı General Minister Kemal Efendi, Yahya Efendi was appointed as a teacher with the title of head teacher in darulmuallimin, and Ahmet Cevdet Pasha was appointed as the director of the school in 1850. This institution was obliged to train male teacher candidates for rushdie school. Similar to these schools in Istanbul have started to be opened in different provinces of the Ottoman State. Key Words: Madrasa, Sibyan School, Darulmuallimin-i Rüştiye School