Examining the relationship between the teachers attiributional reasoning intended to the obutacles in learner-centered apparaach and their pedagociocal beliefs

'Education Reform' was carried out in order to fix the mulfunction in educational system in 2004. After a local practice for a year, it started to be applied in the whole country in 2005. With the educational reform, new roles for the teachers and learners are determined. Traditional teacher-centered approaches that include the teaching- learning process in which the teacher take place in the center and the passive participations of the learners, have changed into learner –centered approaches in which learners can configure the information and teaching process actively, and the teacher direct this process as a guide. But this changing process brings some instructional obstacles with it. One of the most important elements of education is the teacher .These reforms require teachers' practices. Nowadays radical changes are essential in education, to perform constructivist and multiple intelligence theories, teachers are given important responsibilities as classroom performances. İn this work the extentes of the relationship between the teachers, the attiributional reasoning intended to the instructional obstacles which they faced through the learner-centered approach and the belief systems they have about learning and teaching (pedagogical) are examined .The pedagogical belief systems that the teachers have are examined in two ways , as teacher-centered learning and student-centered learning it is thought that the belief systems of the teachers about learning and teaching affect their practices and approaches in the classroom. As the tendency of the teachers'pedagogical views to learning-centered approach increases, it is expected to realize inward, more controllable, noncontinuous (temporary) attributional reasoning about the obstacles faced through instructional process. Because of this it is thought to realize the outward,less controlable and continuous (not temporary) attibutional reasoning in the tendency of the teachers' pedagogical views to teachers'approach. İn this research datas are collected by using simultaneous parallel integrated method. Datas are collected with scales providing qualitative datas and analyzed in an inductive way. İntegrated method researching model is used for supporting and strengtening the datas which are obtained through the scales used in the resarch it is thought that using quantitative and qualitative research models together make their weak sides stronger and make he research more reliable. The method and data collecting scales that used in this research provide opportunity to examine the status with a wide perspective with regard to study atmosphere and sampling. Participant teachers declare about the necesitty.of learner-center approach. It is seen that teachers can't reflect in classroom practices exactly despite their belief about the process in which learners take place passively. In relation to this although the participant teachers tend to the belief system about learner- centered approach ,they perform the practices that they have learned before, because they haven't experienced this approach through their education. It is seen that participant teachers don't have enough ability about the practice of learner-centered approach.