Art/design content in teacher training programs in Turkey (1848-2022)

Abstract Teacher training in Turkey should be evaluated as one of the fundamental branches of acculturation systematics within the context and as a condition of 174 years of formation and experience in the framework of the organic and deep-rooted structure of both its own and that of the world. In relation to the principal philosophies followed from 1848 to the present, the credit percentage and content of the art courses within the primary, middle and high school curricula have achieved negative momentum in parallel with the percentage and content of the art/design courses in the education system under scrutiny. In line with the descriptive scanning model which evaluates historical information and documents, this study is designed for the purpose of viewing the past and the present together in a natural cause-and-effect relation. The study particularly focuses on pre-school and classroom teaching programs and targets the training of the teacher who focuses on those years in which the child acquires both artistic and cognitive basic education. It has been observed that the art and design content of classroom teaching curricula has changed through either the decrease in class hours or the removal of the said-courses. It is expected that this study will function as a tool in the development of future program designs that will be self-renewing and self-sufficient, in which the role of art/design in education is accepted by all disciplines and in which holistic education holds significance not only in theory but also in the practices and the conceptions of those who are being trained.


PUBLIC INTEREST STATEMENT
The primary purpose of this study is to open up to discussion the teaching programs utilized in the training of classroom teachers with respect to the contents and course hours that focus on art/design classes for the period between 1848 and 2022 in Turkey.It has been observed that, at the beginning, and in line with the revolutions of the early years of the Republic, art and art education had positively been reflected onto the curricula of teacher training institutions.Nevertheless, starting from the 1960s, decreases in class hours, changes and reductions in course titles and diversity have significantly initiated a negative impact that has gained momentum up to the present day.The goal should be to put forth new and innovative policies according to which art/design contents are enriched and class hours are re-designed so that the quality of education in classroom teaching programs can be increased.
that the art and design content of classroom teaching curricula has changed through either the decrease in class hours or the removal of the said-courses.It is expected that this study will function as a tool in the development of future program designs that will be self-renewing and self-sufficient, in which the role of art/design in education is accepted by all disciplines and in which holistic education holds significance not only in theory but also in the practices and the conceptions of those who are being trained.

Teacher training in the Ottoman Period of reforms
In the "modern sense," teacher training and teaching as a profession emerged and began to take shape as of 1848, that are in the Ottoman period of reforms.

Darülmuallimîn
"Darülmuallimîn" was opened on 16 March 1848.This school retained the essence of "Rüşdiye" schools (schools of the period equivalent to middle schools), as it was regarded compulsory to train teachers in line with the gradual transformation in education.According to Akyüz (2006), the essential component sustaining schools was teachers and the vocational schools that trained them; the regulations published by Ahmet Cevdet Paşa-principal in these schools and three times the Minister of Education in the later years-made this evident.
The respectability of the teacher, in the contemporary sense, and the significance of this was stated for the first time in these documents."This is a highly important, modern theory and practice in the professional history of the Turkish teacher.Another important point is that Darülmuallimîn Nizamnamesi (the Regulations) was applied for about 9 years, yet its fundamental principle was violated as of 1860 by the appointment of teachers from outside the institution.This negative development posed a major turning point in the professional history of the Turkish teacher" (Akyüz, 2006, p. 43).
This was repeated multiple times in the years that followed.Models that disrupt their own rules and that change their priorities at short intervals are, unfortunately, of no help in forming structures with tradition in teacher training.

Darülmuallimîn-i Sıbyan
While progress was achieved at Rüşdiye schools and new arrangements were made in teacher training (1869), it was time to take concrete action concerning primary school education.To this end, "Darülmuallimîn-i Sıbyan was opened in Istanbul for the purpose of training teachers for primary schools" (Akyüz, 2006, p. 50).

Darülmuallimat
22 years after the establishment of Darülmuallimîn for the aim of training male teachers, Darülmuallimat was founded on 26 April 1870 as a school to train female teachers.Following the establishment of the girls' Rüşdiye at Sultanahmet in Istanbul in 1859, this school, too, aimed at providing female teachers to girls' primary schools, the number of which was on the rise.
Darülmuallimat has also been the source of students for the İnas Darülfünûnu (girls' college) established in the First Constitutionalist period.(Akyüz, 2006, p. 50)

Teacher training in the period of the republic
Starting from the first years of the Republic, the issue of teacher training was taken seriously as a service from which to benefit due to education being regarded a socially earned right.It was conducted through three branches: teacher training for the primary, middle and high school levels.
As this part of the study puts in its center classroom teachers, teacher training strategies and schools for classroom teachers will be the focus.
In the period from 1929 to 1981, institutions training teachers for primary schools were, in order, Primary Teacher Schools, Village Institutes, and Two-Year Education Institutes.(Council of Higher Education, 2007, p. 28) In 1982, the task of training teachers was turned over to universities, and since then, Faculties of Education were implemented in a total of 82 universities, 73 being state and nine being private universities; one university founded a Faculty of Educational sciences.All of the 83 faculties have Classroom Teaching Programs (Council of Higher Education, 2020b).

Primary teacher schools
From the beginning of the republic to 1974, these schools fulfilled the function of training teachers for primary schools.Efforts to develop Primary Teacher Schools and to make them widespread continued in the period Village Institute practices were densely carried out.
As of the 1970-71 academic year, the Ministry of Education decided to gradually increase the education period of Primary Teacher Schools to seven years for primary and four years for middle schools.(Öztürk, 2006 qtd. in ;Council of Higher Education, 2007, p. 28) Fundamental Act on National Education, dated 14 June 1973 and numbered 1739, introduced the verdict that "at whichever teaching they might be, all prospective teachers should receive higher education" (1973).
In the 1974-1975 academic year, some of the Primary Teacher Schools, with a deep-rooted past and experience, lost their teacher training function and were transformed into teachers' high schools that offered three years of education.Others were closed down.Named "Anatolian Teacher Schools", these schools continued their educational activities until 2014 (Council of Higher Education, 2007, p. 29), and were later transformed into science high schools, social sciences high schools, and Anatolian high schools according to the circular published by the Ministry of Education, Directorate General for Middle School Education.(memurlar.net, 1994)

Two-year education institutes
Based on the decree, of the Act numbered 1739, that teachers of all levels were to be training through higher education, "Two-Year Education Institutes were founded as of the academic year of 1974-75.Hence, the issue of teacher training in Turkey, including training teachers for primary schools, was then on addressed at the higher education level" (Council of Higher Education, 2007, p. 29).

Training teachers for villages
The low rate of schooling at villages and the difficulties encountered in appointing teachers to villages during the early years of the Republic directed Republican governments to establish separate schools to train teachers for villages.This process was initiated by the founding of Village Teacher Schools in 1927 and ended with the closing down of Village Institutes in 1954 (Öztürk, 2005).

Village teacher schools
Article 7 of the Act concerning Educational Organization, coming into effect as of 22 March 1926 and numbered 789, provided the opening of Village Teacher Schools.These schools may be regarded as Turkey's first genuinely pedagogical experience (Öztürk, 1996).In Cicioğlu's perspective (Cicioğlu, 1983), these schools followed a program based on agricultural and occupational work.Therefore, they had a different approach to the curriculum when compared to typical teacher training schools (Council of Higher Education, 2007).Closed down for their inadequacies, these schools brought the Village Trainer Courses to the agenda.

Village trainer courses
Around the mid−1930s, progress towards taking schools to villages was initiated under the leadership of the then-Minister of Education, Saffet Arıkan and Director General of primary Education, İsmail Hakkı Tonguç.A part of this initiative was Village Trainer Courses.The aim of these courses was explained as "employing trainers to fulfill the educational necessities of villages with too small a population to have teachers sent and to provide villagers guidance to carry out agricultural chores scientifically" (Village Educators Act, 1927).According to Tonguç, "these courses enlightened the path of Village Institutes" (Council of Higher Education, 2007, p. 30).

Village trainer schools
After the experience of Village Teacher Schools, the effort to send teachers to villages was transformed into sending "trainers," and to this end, Village Trainer Schools were initiated as of 1937 (Cicioğlu, 1983).These schools, together with the Village Trainer Courses, formed the basis of the Village Institutes (Council of Higher Education, 2007).

Village institutes
Village Institutes were founded on the basis of the Act dated 17 April 1940 and numbered 3803.Answering the dire need of training teachers for village schools and providing an authentic model in the history of teacher training in Turkey, Village Institutes (21 schools in total) trained approximately 15 thousand teachers and two thousand health workers from 1940 to 1953 (Öztürk, 1998).
One of the vital problems of Village Institutes was forming their own staff of teachers and managers.To this end, Hasanoğlan Higher Village Institute was established, in the form of a research center, in the 1942-1943 academic year for the purpose of training teachers, managers and auditors for the Village Institutes, as well as to activate and to develop services provided to villages.Some of the graduates of this school served as teachers, regional inspectors, visiting headmasters and regional school principals at Village Schools, while a smaller number of them became assistants at the schools.Nevertheless, "Hasanoğlan Village Institute was closed down on the basis of a Ministry decree dated 27 November 1947.So were Village Institutes in 1954" (Council of Higher Education, 2007, p. 33).
Village Institutes were institutions implemented for the purpose of enriching the villagers and training teachers who would pass onto them the republican enlightenment.They adopted an educational approach that was production-oriented, participatory, democratic, student-focused, that upheld cooperation and that which was enriched through art.Art education was conceptualized as a part of both education and of life, and within this holistic educational system, fine arts education received special significance.The first fine arts school to be based on occupational training, Bauhaus influenced Tonguç's view of art education and was reflected onto the fundamental system of thinking at village institutes."Had the village institute model, pioneered by Tonguç, succeeded in the enlightenment of the village and the villager, alongside productionoriented economic policies of the Republic period, and had the concept of art been incorporated into the life of the individual and the society to the extent necessary, the cultural erosion being experienced at the present could have been prevented to a large extent" (Çoban, 2011, p. 450).
During the Republican era, many foreign education experts came to Turkey in order to improve the quality of the education system.Particularly, between 1923 and 1960, foreign education experts from different countries were invited, and many reports were prepared in an attempt to solve the problems of the Turkish education system.It is possible to say that these reports made a significant impact on the structure of the Turkish education system through the solutions offered.Specifically, these experts identified some important opinions and recommendations on how good citizens should be and how a well-qualified person should be raised.In particular, John Dewey reported on the general structure of the Turkish education system and Beryl Parker on the structure of primary school education.John Dewey presented two reports to the Ministry of Education of the time.They were published in 1939 (Bal, 1991).It can be claimed that, in his report, Dewey suggested vital solutions on the character of teachers and on the structure of Turkish education in accordance with the goal of raising qualified and able citizens (Yalçın, 2019, p. 60-61).
With the closing down of Village Institutes, a significant milestone in the history of teacher training in Turkey, an authentic teacher training tradition was destroyed."It is evident that the Village Institutes significantly contributed to the rooting of the Republican spirit and the adoption of Atatürk's principles in the society by means of training especially poor village children, thereby creating a social movement" (Council of Higher Education, 2007, p. 33).

Universities
Despite the fact that the task of training teachers was carried out solely by the Ministry of Education until 1982, the universities also provided a vital source in teacher training.Numerous teachers were trained at Istanbul University, Faculties of Letters and of Science; Ankara University, Faculties of Language, History and Geography and of Science to become teachers at high schools and their equivalents, in the fields of Turkish language and literature, mathematics, sciences, history, geography and foreign languages.As of the mid−1970s, educational sciences departments were established at some universities and "pedagogical formation" programs were offered to train teachers.
Among the certificate programs offered by the universities, there have been significant differences in terms of both number of courses and distribution and of content."One of the major reasons for these differences is claimed to have been the lack of cooperation and coordination among the institutions involved.As such, the Ministry of Education carried out some initiatives from time to time, although to no avail."Let alone standardizing course programs, thereby achieving a structure appropriate to the needs of teacher training, no mutual agreement on admission requirements was even procured (MEB, 1995, p.34).
In the period before the turning over of teacher training functions wholly to universities, that is in the 1982-1983 academic year, teacher training was performed by higher education institutions under the Ministry of Education and by universities at the same time.(Council of Higher Education, 2007, p. 34) Associated with the Ministry of Education were three different types of schools:

Higher schools of teachers (Later period)
These schools offered 4-years of education, and were designed to train teachers for high schools.

Schools of Foreign Languages
These schools offered 3-years of education, and worked towards training teachers of foreign languages.

Institutes of education
These schools offered 2-years of education, and were based on training classroom teachers.
At the university level, the common practice was for departments of education within faculties of science/letters to offer "teaching certificate" programs that would run in parallel with the undergraduate programs (Council of Higher Education, 2007, p. 36)

Faculties of education
Law on Higer Education (1981), and the Decree pertaining to the Organization of Higher Education Institutions (Decree numbered 41, Sayılı, 1982) that complemented it, introduced extensive regulations to the higher education system in Turkey.One of these regulations was connecting all higher education institutions, except for the Armed Forces and the Police Department, to universities.In the meantime, "the names of teacher training institutions, their durations of study, their departmental and program-based structures were transformed and/or new institutions were founded" (Council of Higher Education, 2007, p. 37).
In the process of all teacher training institutions being linked to universities, in line with the Decree numbered 41 (1982), Institutes of Education and Higher Schools of Teachers were renamed Faculties of Education, and Institutes of Education offering two-year programs were renamed Vocational Schools of Education.Schools of Foreign Languages were dissolved, and made a part of related disciplines at Faculties of Education.Furthermore, "Youth and Sports Academies, operating in accordance with the Ministry of Youth and Culture, were made a branch of Faculties of Education under Departments of Physical Education and Sports".The durations of study were kept unchanged (Council of Higher Education, 2007, p. 38).
Following the period of crisis from 1974 to 1982, the issue of teacher training in Turkey can be claimed to have entered a new stage that can be referred to as "teaching becoming universalized".This stage highlights how quality in teacher training was beginning to be taken more seriously (Ergün, 1987, p. 16).

Departments of Classroom Teaching
were not yet established in these years.Nonetheless, in accordance with the Council of Higher Education decision, dated 12 October 1982 and numbered 82/367 (Offical Newspaper of Republic of Turkey, 1982), it was decided that all Faculties of Education established departments of "educational sciences" for their teacher training courses.Until the 1988-1989 academic year, classroom teachers were trained at two-year Educational Schools, the teaching durations of which were extended to four years as of the 1989-1990 academic year by a Council of Higher Education decision.
As of the 1992-1993 academic year, Educational Schools were transformed into either Faculties of Education (Official Newspaper of Republic of Turkey, 1992) or programs of "classroom teaching" and "pre-school teaching" within these faculties.With reference to curricula, Council of Higher Education primarily addressed the "pedagogical formation" program.In this process, the Ministry of Education, too, demanded that pedagogical formation courses be offered for the graduates of faculties determined by the Board of Education, on the grounds that there might be a shortage of classroom teachers due to the extension of the study period at Educational Schools (Council of Higher Education, 2007).
As of 1997, Council of Higher Education implemented an extensive regulation on the issue of teacher training.In accordance with the cooperation carried out with the Ministry of Education, coordination with Faculties of Science and Letters/Education and Project towards Developing National Education were emphasized.

Project towards developing national education-the department of pre-service teacher training
The project aimed at increasing the quality of education for teacher who would be employed at primary and middle schools."It was initiated in December 1994 for a period of three years, but was later extended until 1999" (Council of Higher Education, 2007, p. 44).Classroom teachers' training was not included in this project.

Faculty of education-practice school collaboration
This program was one of the activities, conducted in 1998, of the Ministry of Education/Council of Higher Education Pre-Service Teacher Training Program within the framework of curriculum development.It was aimed at having future teachers start visiting practice schools from the first year of their undergraduate studies and at meaningfully incorporating the experiences and observations attained at these schools into knowledge and skills acquired at the faculty.

National committee on training teachers (ÖYMK)
This was a committee founded in 1997 for the purpose of providing the continuity of reforms in teacher training (Official Newspaper of Republic of Turkey, 1997).It was constituted from an organization among the Ministry of Education, Council of Higher Education and Faculties of Education.
Compulsory education in Turkey was practiced for five years until the 1997-98 academic year.Finally, with the Act dated 16 August and numbered 4306 and with the changes made in Act numbered 222 and 1739 and the removal of temporary articles, compulsory education was extended to eight years (Kavak, 1999, p. 56).
Following the changes made in 1997, by means of which the vital eight-year compulsory education was initiated, primary school teaching departments were founded to train teachers for this educational stage (Council of Higher Education, 2007, p. 52).Curricula of these programs did not include any courses on culture, philosophy, history of education, or psychology.(Table 9) 2.5.4.Updating of teacher training programs (2006)(2007) While teacher training programs of Faculties of Education were being updated, so was the Undergraduate Program of Classroom Teaching.
"One of the most significant aspects of the new programs was the increase in the ratio of courses on 'general culture'" (Council of Higher Education, 2007, p. 64).In the classroom teaching program, the number of courses on general culture and on occupational knowledge was almost equal."Art Education" and "Teaching Visual Arts," of 3 hours and two credits each, were among the compulsory courses in the program (Teacher Training Programs, 2007).
As a precondition of the constructivist philosophy of the new primary school curricula, it was deemed significant, in the application of curricula, that experience provided the starting point, and concepts and definitions followed.(Council of Higher Education, 2007, p. 66) The number of classroom teaching programs, which was 17 in 1982 when they were turned over to faculties of education, reached 31 after 15 years of evaluation and organization, and then 38 after a decade, in 1998.With compulsory education being extended to eight years, undergraduate programs in classroom teaching, within Primary School Programs, increased to 55 in 2006.
As of 2022, there exists a total of 107 Classroom Teaching Undergraduate Programs, at public and private universities of the Turkish Republic, 106 of which within Faculties of Education and one within the Faculty of Educational Sciences (Council of Higher Education, 2020b).
The content of the structure in Turkey and its compliance with the European Union become clearer with reference to the issues especially mentioned in the European Union Commission Report of 2000.Accordingly, integration of information and communication technologies into education and work processes, factor of gender, foreign language acquisition, increase in the employment of the young, fight against failure at schools, and cooperation of the sector of education with other sectors were declared to be of vital importance (Republic of Turkey Ministry of Foreign Affairs, 2022).
The re-structuring move in the year 2006 should, therefore, have been aimed at benefiting from the hundreds-of-years-old treasure of transforming, once again, from a consumer society to a producer society.

Methods
This study has been designed according to the descriptive and historical research models, among qualitative research types (Demirbaş, 2015;Karasar, 2006)."Historical research is the systematic collection and evaluation of data to describe, explain, and thereby understand actions or events that occurred sometime in the past" (Fraenkel, Wallen & Hyun, 2012, p.535).In addition to chronologically scrutinizing teacher training, from the developments implemented since the Reform Period to 1982, the year in which teacher training was incorporated at universities, the study specifically analyzes course contents in classroom teaching programs with respect to their fulfilling of the art and design needs at the educational level.The ratio and weekly course hours of art/design courses in the curricula after each change, innovation and/or progress implemented have been indicated in tables and commented on.More significantly, the study deciphers 174 years of data relating to the discipline.The data have been obtained through scanning of literature and analyzing of documents.Moreover, in the data collection process, government programs, Ministry of Education, Education Council Decrees, Council of Higher Education, relevant legislations and institutional websites have been utilized.The data on curricula have been borrowed from the officially-recorded original documents available at the Ministry of National Education and the Turkish Grand National Assembly archives.Decree laws published in the Official Newspaper and legislation books published by the Ministry of National Education have also been used as primary sources.They have, then, been placed in the same table layout to keep the unity and to achieve linguistic consistency that enables clarity.These tables clearly indicate the course titles, weekly class hours and the total of semesters the courses run for, thereby enabling the comparison of the length of the programs.The data pertaining to the literature, on the other hand, have been selected from a total of 57 publications following a search on the National Thesis Center and on Google Academic by the use of the keywords "teacher training for primary schools" and "art/design in teacher training."The very first source has been focused on during the selection; the sources have been meticulously analyzed for their being accurate and up-to-date.In line with the essence of the study, the fundamental basis of data consists of curricula archived by the government and reports published by the Council of Higher Education of Turkey.All data have been retrieved from the open-access websites of government institutions clearly specified in the Works Cited.Data comparison has been addressed in the discussion section, and in that section, too, like in the conclusion, the content has been evaluated through the method of document analysis (Aktaş, 2015;Çepni, 2012).

Results
In the history of education in Turkey, the first types of teachers to have formal education were teachers at children's schools and professors at madrasahs."It was the madrasah system that trained teachers and professors, yet while lower-level madrasahs trained imams and teachers, higher-level madrasahs trained professors" (Ergün, 1987, p.10).
The anxiety over "creating a new type of human," situated at the core of efforts towards modernization, led also to innovations in the education of civilians.Among the early teacher training schools was the Teacher Training Institute (Darülmuallimin-i Aliye), established for the purpose of training teachers for the high schools (Sultani) which were becoming widespread and offering a 4-year education after middle school.
Modernization in education was carried out by means of the primary teacher schools and teacher training schools until 1940 when Village Institute Teacher Training Programs were initiated, thereby fulfilling an internal revolution.Though criticized from various perspectives, the "training teachers according to demands" goal of this school model can be claimed to offer an educational system extremely well-designed for the youth of the newly-urbanizing early Republic.
The numbers indicated underneath the years in the Tables express weekly class hours and the total of weekly or semester-based class hours.
For the purposes of comparison, the curricula for primary teacher schools and for village institute programs from the pre−1940 period are given below Tables 1-4: The total of painting, handcrafts, and music classes is 13 hours.Its ratio to the total weekly class hours required for graduation is 13/102.The total of drawing, handcrafts, and music classes is 10 hours.Its ratio to the total weekly class hours required for graduation is 10/87.The total of drawing, handwriting, and music classes is 17 hours.Its ratio to the total weekly class hours required for graduation is 17/220.The total of handwriting and music classes is 12 hours.The course on drawing has been removed.Its ratio to the total weekly class hours required for graduation is 12/220.
The curriculum for primary teacher schools applied until their last teaching year, which was 1974, was the curriculum for the teaching profession education offered at centers outside of villages.The curricula utilized between 1982 and 1992, from the period of the second major reform through which teacher training schools were made a part of universities and faculties of education, until the establishment of classroom teaching undergraduate programs, and indicating the third major reform and renewal movement following the 14 th and 15 th Educational Councils in 1997 are provided below in Tables 5 and 6: The total of handwriting and music classes is 15 hours.The course on drawing has been removed.Its ratio to the total weekly class hours required for graduation is 15/190.The total of drawing, work, writing, and their teaching is 6 hours; handcrafts 8 hours; music and its teaching 6 hours-making up an overall of 20 hours.The ratio to the total weekly class hours required for graduation is 20/132.
From the establishment of the Republic to the 1970s, the continuously changing and varying educational institutions, indicated above, aimed at meeting the demand for teachers by training students, who have completed their primary and middle school education, at teacher training schools.Nevertheless, "the relations among these institutions, their choice of students and the content of the training provided have always been discussed, and an accurate solution has never been achieved" (Akdemir, 2013, p. 18).It is given below Table 7.
The total of drawing, work, writing, and their teaching I-II-III is 6 hours; handcrafts 8 hours; vocational education (vocational and technical training) 6 hours; vocational education (design training) I-II 4 hours; music and its teaching I-II-II 6 hours-making up an overall of 24 hours.The ratio to the total weekly class hours required for graduation is 24/144.
The extension of the teaching period of Educational Higher Schools was deemed appropriate at the Council of Higher Education's meeting of 3 May 1989 (Table 8), and the decision was to be implemented as of the 1989-1990 academic year.
Drawing-work, music and physical education are offered in the first year to be chosen from, and the chosen class is 2 hours per week.In the second year, music I-II is 4 hours; drawing-work and writing 2 hours.In the third year, drawing-work and writing is 2 hours.As such, a design and art course catalog is put forth according to which art is either integrated with writing or includes a course to be chosen from among the electives.The ratio of the weekly total of 10 hours to the total weekly class hours required for graduation is 10/191.Due to Educational Higher Schools being transformed into Faculties of Education by the act passed in 1989, classroom teaching programs within these schools were unable to have graduate for some years as of 1992, and not enough graduates of the classroom teaching discipline were available.To fill in on this gap, and upon the Ministry of Education's demand, short-term (at least 26 weeks) pedagogical formation courses were offered at universities, and graduate of various disciplines who completed these courses were appointed classroom teachers (Özlüoğlu, 2010).Akyüz (2001) points out that thousands of graduates of various disciplines entered the professions without even completing these formation courses as the need for classroom teachers was ongoing (Akdemir, 2013).
The 1994-1998 period is the time of the "Pre-Service Teacher Training Project", a result of the cooperation between the Council of Higher Education and the World Bank.
In 1997, Faculties of Education conducted the National Education Development Project in collaboration with the Ministry of Education."The National Committee on Teacher Training", within the Council of Higher Education, was founded in the same year.Again in 1997, the departments' restructuring was carried out in line with the Council of Higher Education-Restructuring of Faculties of Education (Table 9) decision.In this respect, the Undergraduate Curriculum for Classroom Teaching has been indicated in Table 10.
Following the 17 th Educational Council, the Council of Higher Education made a decision concerning the updating of Faculties of Education.As of then, the educational philosophy moved away from the Behavioral Model and was reorganized in the framework of the Constructivist Approach, and changes were made starting from levels 1 and 2 in primary school education to all middle school programs and course contents.Programs of Faculties of Education were, likewise, rearranged (Council of Higher Education, 2020a).Indicated below (Table 11) data pertaining to the program that constitutes the topic of the research and to the courses on art/design education that form the core of the study: Music is for 3 hours; art education, in the second year, for 3 hours; visual arts education, in the fourth year, for 4 hours-making up the ratio to the total weekly class hours required for graduation of 10/178.
In addition to the contemporary developments in educational sciences and teacher training, the structural changes in the Turkish education system, in line with social needs and demands, required the re-structuring of programs under faculties of education/educational sciences and the updating of teacher training undergraduate programs.To this end, the department and program layouts were first revised, and necessary transformations were made in related departments and institutes in line with the Council of Higher Education's Board decision, dated 28 February 2017 (Council of Higher Education, 2017).The new layout for classroom teaching is given below in Table 12: Music is for 3 hours; visual arts education, in the fourth year, for 3 hours-making up the ratio to the total weekly class hours required for graduation of 7/150.

Discussion
In periods when religious belief had a distinguishing role in government, social and human relations, education, too, achieved a religious character, and men of religion functioned as teachers at the same time.As religion maintained this role for quite some time, the treatment of teaching as a professional vocation appeared at a relatively late time, after the French Revolution."The 1789 French Revolution was influential on education, like it was so on almost every field, and the roots of an educational system that concentrated on national, secular, democratic and positivist sciences were grounded".Hence, the basis for the birth of a different teaching institution, moving away from the "man-of-religion teacher type", was formed (Kuru & Uzun, 2008, p.209-210).Almost a hundred years after this, the establishment of Darülmuallimin-i Sıbyan, the first institution to train teachers for primary schools, is observed in the Ottoman Empire.When the significance of Darülmuallim for the teaching profession and its principles are evaluated, the effects of a 100-year delay and of the mal-interpretation of a legacy on the education system, on teacher training and on art education become easily observable.
The cleansing of religious elements from the Turkish education system and the implementation of secular education coincide with the period after the Republic.In other words, the modernization of the Turkish education system and the realization of the philosophical approach, in relation primarily to France and also to other countries influenced by the revolution, took about 130 years.Catching up on this delay, being inspired by the madrasah education, which had undertaken the mission of training "the chosen/statesmen/leaders," thereby setting an example for the whole world, and training the teachers to bring up the human model demanded by the age could only take place approximately 160 years later.This modern structure has been the Village Institutes, the curricula of which openly signify the aim of training individuals in a holistic manner.Some educational reforms from the earlier period may also be observed as pioneering this modern approach.With the 2 nd Constitutionalist Period, the accumulated knowledge on education was also transferred to teacher training, and the innovations at Istanbul Male Teacher Training School and the successes achieved were influential on urban teacher training schools.These achievements include contemporary approaches, such as the schools receiving workshops, sports facilities and yards, the courses on physical education, music and laboratory practices being incorporated into the curricula, a journal on education being published, children's literature being developed, children's music pieces being composed and practice classes being formed in schools (Altunya & Başaran, 2000, qtd. in ;Abazoğlu et al., 2016).
It is evident that the approach of Village Institutes to raising the young generations of the Republic was the product of an understanding similar to that of Enderun Schools, of the Ottoman Empire, that aimed at training upper-scale leaders through their multi-faceted and multi-levelled curricula.Another such similarity is observed in the weight of art/design fields.It is seen that at every level of Village Institutes, there are "drawing-work" and "music" courses, in addition to which "handwriting" is offered in the first year (Table 3).In their second, revised program, Village Institutes realized a reform and offered the course entitled "art and its practices," on the condition that it not be less than 12 hours, thereby marking the art course with the longest time allotted in the history of education in Turkey (Table 4).Prior to this, compulsory courses of "drawing," "handcrafts" and "music" were also implemented (Table 1).However, their hours were later reduced from 2 to 1 (Table 2).Thus it can be claimed that the Institute believed in the role of art and design in training "self-sufficient people" at every stage of the early Republic.Also included was the goal of carrying out one's work "artfully."About 20 years after the closing down of Village Institutes, the Primary Teacher Schools that undertook the goal in the 1970s decreased the hours of "drawing" and "handwriting" courses to 2 and allowed teachers to decide on the weight, and applied the same attitude to "music" courses (Table 5).In the 7-year period that followed, the 2-hour "drawing and handwriting teaching" course within the General Culture and Classroom Teaching catalogue of 2-year Educational Institutes affiliated with the Ministry of Education was planned as the equivalent of art and designbased courses(Table 6).As of 1982, the year in which teacher training was turned over to the Council of Higher Education, it is observed that the curricula of 2-year Education Higher Schools included "drawing, handwriting and their teaching" course, again, of 2 hours, that the same was also true for the "music and teaching" course, and that, additionally, "vocational education-work and technics" course, aimed at developing handcrafts, was added into the programs (Table 7).
Starting in 1989, however, the class hours of art and design courses have, inexplicably, been decreased in the 4-year Education Higher School programs (Table 8).Despite the differences in course titles, the content of 16 hours in the 2-year program has-for some reason-receded to 12 hours in the 4-year program.Had they been laid out proportionally, the art and design courses  would at least be 32 hours, and this, by itself, is enough to render the situation more incomprehensible.
At the beginning of the 1990s, faculties of education start to conduct the teacher training task through 4-year classroom teaching programs.Although the tag for art and design-based courses change, their dramatic decrease continues.The "drawing," "music" and "physical education" options for one elective course in the first year are limited to a total of 10 hours in the following years (Table 8).It is clearly seen that names and teaching durations of programs keep changing and course hours of art classes keep declining.This negative acceleration continued in the major renewal in 1997.Classroom Teaching Graduate Program, operating under Primary School Teaching Department was established (Table 9).As can be observed through Table 10, art education was limited to "drawing teaching," "art education theory" and "music" courses, each of which was 2 hours, totaling 6 hours.From the 1940s to the present day, when limiting the theoretical knowledge and practical experience of teachers in the art/design field who would teach the art content, what did educational scholars and program designers saw that the educational scholars and people of science throughout the world did not?While setting aside their own culture and teacher training practices, in other words, a deep-rooted accumulation, why did they reject the whole world and their own identities and impoverish the program content to this degree?Considering the criticisms, efforts towards solutions and the multi-vocal, organic, hierarchical structure over the last half a century, what keeps the wheels that should have long been dismantled alive?As has been observed in the years that followed, the situation never took a turn for the better; in fact, it got worse through the arrangements made in the course hours.This system is non-functional.What is more, all statistical data support that this is so.In fact, as the organizer of higher education, the Council of Higher education has institutionally reported this situation: "Courses in teacher training programs of faculties of education, based on their topics, contents and holistic elements, are far beyond training teachers with the necessary qualities and characteristics (Council of Higher Education, 1998qtd. in Akdemir, 2013, p. 20).
In 2006, while educational programs were revised according to the recent educational paradigm of "constructivist approach," the art content of classroom teaching curriculum was also redesigned, along with changing tags."Art education," "music teaching," "calligraphy techniques" and "visual arts teaching" courses, each of 3 hours, were added to the program, thereby increasing the content to 12 hours (Table 11).This program, which may be deemed more positive than the previous one, was utilized until 2017.Yet the situation was, again, reversed in 2017, to the disadvantage of courses with art/design-content.With "visual arts teaching" and "music" courses, each of 3 hours, in the revised program, the content was limited to 6 hours in total (Table 12).
In 2017, Teacher Strategy Certificate was published.Accordingly, new goals and expectations, along with new competencies, in teaching were designated.Moreover, in the meantime, some official documents pertaining to educational sciences and teacher training were published, such as the 10 th Development Plan (2014)(2015)(2016)(2017)(2018) Issues of adaptation to the Bologna process in higher education in Europe, quality and accreditation efforts, and formulation of core curricula for undergraduate programs offering education in the same field in Turkey and around the world keep appearing on the agenda, and, as such, there surfaces the need to update undergraduate programs in education/educational sciences and to form shared core curricula.
In line with the Bologna process, 25% of the total of courses are required to be electives, and although the elective courses in teacher training programs do achieve this ratio, electives under a hundred different names are offered at faculties.Within the recent work towards updating, there surfaced the need to form a "pool" of electives.It is observed that, both in higher education in general and in educational sciences and teacher training in particular, ethical, moral, cultural issues gain significance, and problems relating to these issues are on the increase.For this reason, according to the new undergraduate curricula, future teachers are to be brought up having not only vocational knowledge and skills relating to their discipline but also being socially, culturally, morally, intellectually equipped and developed, to take role in the structuring of a more humane and virtuous country and world as moral and cultural leaders (Council of Higher Education, 2017).Notwithstanding, it is evident that the goals quoted from these documents and the programs do not coincide.Social, cultural, moral and intellectual knowledge and skills cannot be acquired through art content being decreased by half or by it being abandoned to an elective pool.Field courses in teaching cannot be offered through the elective pool and they cannot be left up to the lecturers' capacity and quality at universities.

Recommendations
It is hoped that, the inadequacies and all implementations and regulations disguised as revisions but are actually impediments in the education of the arts and teacher, which are put forth through this study, be evaluated by bureaucrats shaping the Turkish education system, by families, and by all educators working in relation to this subject.It is urgent for lawmakers to establish identification units which are within government control and are accessible by everyone.
, Ministry of Education's Strategic Plan (2015-2019), Proficiency Framework for Higher Education in Turkey, and Disciplinary Competencies in Teacher Training and Educational Sciences (Council of Higher Education, 2017).
of Higher Education (2007, p. 178).T: Theory P: Practice C: Credit.Table 11.Undergraduate curriculum for classroom teaching, faculty of education, Course VK: Vocational Knowledge Course GC: General Culture Course.T: Theory P: Practice C: Credit Source: Council of Higher Education (2007, p. 208).Table 12. Undergraduate curriculum for classroom teaching, faculty of education, Course VK: Vocational Knowledge Course GC: General Culture Course.T: Theory P: Practice C: Credit Source: Council of Higher Education (2017).