Özet:

The theoretical-application approach, one of the two approaches accepted in many countries to teaching teachers, is based on the expectation that the professional theoretical knowledge provided more intensely in the program will be linked by teachers candidates to real classroom learning activities. However, in the formal learning process, the theoretical information given to the teacher candidates is not provided in the necessary practice environment to be able to systemically and controlledly convert into practice, and there is not enough opportunity and time. Depending on these reasons, teaching candidates trained in the framework of this approach in class management and discipline, efficient use of time in the classroom, organizing and using appropriate educational environments, preparing and effectively using the necessary course tools and materials, preparing the right questions to be able to make an assessment appropriate to the objectives, motivating students and perceiving individual differences, etc. They often have problems with them. In addition, the personality characteristics and values of the teacher candidate students are also influential in the teaching process. Values are persistent beliefs that indicate whether certain behaviors or consequences are personally or socially acceptable. Values make the personality of a person form. Overcoming himself gives the person the opportunity to have a permanent and consistent belief and attitude on individual events. Values are guiding factors in the educational system. From this point of view, the teachers of the Imam Hatip High School and Religious Culture and Ethical Knowledge that educate students to the Theological Faculties are at the forefront of the elements that can be reversed on the level of competence and value perceptions of the teachers candidates who will be graduated from the Theological Faculties. In light of the above, an survey was conducted to a group of 130 people consisting of the last class students of the Osmaniye Korkut Ata University School of Theology 2018-2019, which participated in the practice with the practical teachers who participated in the course of teaching practice in Osmaniye (30) and was evaluated through the relationship between the practical teachers and the practical students' opinions of the teachers candidates who graduated from today's theological faculties. As a result, there was a meaningful relationship between the two groups given answers.

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