Abstract:

The study identified the educational philosophies that religious culture and ethical knowledge (DKAB) teachers candidates adopted; the influence of various variables such as section, gender, class level was revealed.  The sample of the study consists of 288 students studying in the Theology and DKAB Education programs of various universities. In the research carried out in the scan model; the "Filosofic Preference Assessment Scale" developed by Cetin, Ilhan and Arslan was used. The study found that DKAB teachers candidates who participated in the study adopted permanent - basic educational philosophies more than progressive - rebuilding educational philosophies. The study found that the gender and the study of the bachelor's program did not have an influential variable on the educational philosophies that teachers' candidates adopted; however, the class level variable significantly differentiated the educational philosophies that teachers' candidates adopted.

Abstract:

The aim of this research is to examine the educational philosophies adopted by pre-service teachers of religious culture and ethics in terms of different variables. The sampling of the research consisted of 288 students studying in the Department of Divinity and in the Department of Religious Education. As data collection tools, “Philosophy Preference Assessment Scale” which had been developed by Çetin, İlhan and Arslan was used. It was understood that the pre-service teachers of religion were more likely to adopt traditional philosophies of education, which are based on perennialism and essentialism. The variables gender and department did not have a significant effect on the results, whereas the variable grade had a significant effect on the extent to which they adopted traditional or contemporary philosophies of education.

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