Özet:

The aim of this study is to examine the views of teachers in Turkey on cultural values-sensitive education (KDDE). The explanatory karma method pattern is designed as the qualitative stage scan model of the study in which the work is used, the quality stage state study. The sample consists of 1302 teachers who worked in Van, Diyarbakır, Konya, Antalya, İzmir, Istanbul and Trabzon during the Güz period of the 2017-2018 educational year, determined by the non-select layer sample method, and the working group of 28 teachers selected with maximum diversity and opposite end sample. Quantitative data were collected with "Teacher Opinion Scale on Cultural Values" developed by researchers and qualitative data were collected with discussions with 28 teachers with high and low levels of average scale after the analysis of quantitative data. In the analysis of quantitative data, visual statistics such as the arithmetic average, percentage and frequency were used, while in the analysis of quality data, visual analysis and content analysis were used. According to the research results, teachers have positive opinions about KDDE; but they also experience an average level of anxiety. In Turkey, as well as teachers who say that KDDE is needed due to the diversity of student profile, there are teachers who think that this understanding will negatively affect the educational system and the structure of the society. In Turkey, the content of teaching programs in the context of the KDDE can be beneficial.