Views of official curriculum for primary and secondary school teachers

Starting with Turkey's modern republic breakthroughs, and during that time influenced the education system in the state of establishment of the basis of the belief that faith and the education system integration has led to the emergence of positive developments in education. During this period, monarchic-theocratic replace the old course program implemented by a rule, no longer based on the positivist philosophy, pragmatic attitude and, most importantly, prepared by ideology owned by the Republic left the new course and the place of religious education has come a secular education system. But in the process, effectively kullanılamayış of educational philosophy, led to the conclusion that the institution has created some problems and in this case, even if the source of the problems in the education system has still valid today. Education in Madrasah term programs, examining the terms of the program components, assessed based on pragmatic and progressive schools of compliance with accepted basic philosophy of our education system the first time in this research, philosophical foundations and training of contemporary culture are examined. In addition, the forms were evaluated using the 2015 program for the teachers' opinions. Work on the use of information are revealed various theories. Teachers have agreed to it in the questionnaire. Interview form, the province of Istanbul Bagcilar was applied to 361 teachers working in public schools in the district. In the analysis of data obtained in the form of literature and interviews content analysis techniques were used. Pragmatic and progressive theory of the present-day school program from the school no longer is created as a result of the Republic but appeared unable to comply with the appropriate philosophy based application. Made according to the purpose of epistemological beliefs scale of this research sex between perceptions of teachers' formal curriculum ideas, marital status, employment status at school, seniority years, education is age and reveal the positive and negative elements according to their branches and investigate differences. Made the process of this research, gender epistemological beliefs of school administrators, Schommer to examine the relationship between academic achievement and grade level (1990) prepared by the 'epistemological beliefs scale (EIO) from were utilized (Deryakulu of 2004: 264). Located in Istanbul's Bagcilar district population of the study constitutes of 361 school administrators and teachers working in 15 official. Istanbul is a private elementary school located in the district area of the province were excluded from the scope of this research. The results we obtained according to the findings of the research related to the concept of epistemological beliefs scale formal curriculum of primary and secondary school teachers: teachers who are considered highly successful epistemologically faith education teacher. Students, teachers and receive many direct model to adopt. Therefore, a teacher of knowing and learning information source, certainty regarding educational thought development of students' cognitive, in all development fields, particularly social-emotional areas of students and is effective in the development of self-efficacy beliefs. The training of teachers is indisputable that how important a place. One of the reasons is that it is yet to be attained failure of the study habits of students. My biggest job in bringing this habit is decreasing school administrators and teachers. Educational programs are renewed, education and innovation will be social, psychological, must be consistent with the economic and philosophical features. The programs aim to reach systematically developed a whole.