Islamic moral values of pre-service teachers for secondary schools

Abstract

The aim of this study is to determine whether there is a significant difference in Islamic moral values of pre-service teachers in secondary schools according to their gender, educational departments, universities, parents' educational level, parents' economical level and region. Survey model is carried out in this study. The participants of the study are composed of 554 pre-service teachers from Sakarya University and Aegean University. The data were collected by a five-point Likert scale Islamic Moral Values and analyzed with SPSS. As a result of the study, it is seen that there is a significant difference between the Islamic moral values of pre-service teachers according to their educational departments, universities, parents' educational level, parents' economical level and region. On the other hand, there isn't a significant difference between the Islamic moral values of pre-service teachers according to their gender.

Impact of Moral Foundations of Teachers’ on their Professionalism

“…According to Haidth (2008) it underlies absolute virtuous notions of inner conflicting that guide to live pious, elevated, less carnal and noble way of living. In the Muslim societies, the effect of the Islamic religion on their tradition, literature, art and moral values is seen (Asikoglu, 2000).Moral in Islam is to behave in a way that Quran and Prophet Mohammad (SAWW) recommend and avoid behaving in a way that they forbid (Titrek et al, 2014). Therefore, if we closely observe the five foundations of MFT we would come to know that there are two groups of MF's i.e.…”

Analysis of problem-solving skills: Impact of guided inquiry learning model based on Islamic values

“…For Muslims, studying and developing Islamic education to produce superior humans by sticking to the Al-Quran and As-Sunnah is an absolute thing. The meaning of the Al-Quran and As-Sunnah are normative values that must be used like views, attitudes, and life goals (Elhoshi et al, 2017;Tan, 2014;Titrek, Yalçınkaya, & Bayrakcı, 2014). In addition, these two sources are a guideline for human life as well as are believed to be ethical-normative values against all forms of injustice (Elhoshi et al, 2017), such as economic exploitation, political oppression, cultural domination, gender domination, and other practices.…”

“…In addition, these two sources are a guideline for human life as well as are believed to be ethical-normative values against all forms of injustice (Elhoshi et al, 2017), such as economic exploitation, political oppression, cultural domination, gender domination, and other practices. Therefore, it is imperative to integrate Islamic values in the learning process (Elhoshi et al, 2017;Nuriman & Fauzan, 2017;Piliang et al, 2017;Tan, 2014;Titrek et al, 2014), so that students, who are Muslims, can determine their patterns of thought and behavior by referring to the Al-Quran and As-Sunnah. Thus, education becomes a place for students to change themselves and their way of thinking for the better.…”