DKAB Öğretmenlerinin Pedagojik İnançları Üzerine Karma Desenli Bir Çalışma
A Mixed-Pattern Study on the Pedagogical Beliefs of Teachers of Religious Education and Ethical Knowledge

Summary/Abstract: This study aims to examine the pedagogical beliefs of teachers of religious education and ethical knowledge in terms of various variables. Pedagogical beliefs are value patterns developed in learning-teaching processes. Pedagogical beliefs are one of the two basic value patterns of teachers who are one of the central figures of teaching, and therefore to construct qualified learningteaching environment they should be taken into consideration. The study is a mixed methods research study and an exploratory sequential pattern has been adopted. Quantitative research is a descriptive research designed as a relational survey method. In the second step, case study method has been used for qualitative study. According to the survey data, there is no significant relationship between the pedagogical beliefs of the teachers of religious education and ethical knowledge and their gender, educational status, sort of school and reading habits. Ten teachers have been interviewed to discover how variables related to pedagogical belief have been subjectively perceived. According to the teachers, the outcomes of the religious education and ethical knowledge lesson isn’t sufficient, and the system and the student have been mentioned as the most important reasons for this inadequacy. For the participants, the qualifications of the real learning-teaching environments are more important than the pedagogical beliefs, or rather, it can be said that they have developed a realist teacher identity.

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