Abstract:

The aim of the study is to determine the teaching attitudes of classmates’ life-knowledge teaching and to compare these attitudes with their practices. The study used the explanatory design of the karma method included 167 class teachers and 8 class teachers. The data in the quantitative part of the study "Life Knowledge Teaching Attitude Scale" and the data in the qualitative part were also collected through a semi-configured conversation tool. The resulting quantity data was analyzed through the SPSS 23.0 program. In determining the general attitude levels of class teachers, the average, standard deviation, frequency values were calculated, independent t-test for the significance of gender on attitude was made. The data obtained from semi-configured conversations was also analyzed by continuous comparative analysis. The results of the analysis show that the teachers’ life-knowledge teaching attitudes are high, although there is no significant difference in the size of love and appreciation, which is the lower dimensions of attitude, according to gender, there is a differentiation in the size of attention in the benefit of women. In addition, classmates have expressed that although life knowledge is not one of the most important lessons in the course, they are preparing materials for this course. Class teachers who expressed their use of the most dramatic method in their lessons stated that they evaluated their students by traditional methods, that what was learned in the class reflects the lives of the children.